Diretrizes curriculares para a educação infantil: reflexões e diálogos para práticas de educação ambiental

Abstract

School environments often provide unwelcoming spaces for children, keeping them increasingly confined. Simultaneously, urban lifestyles contribute to the unregulated and often inappropriate use of technology, further distancing children from outdoor environments that offer opportunities for connection with nature. In light of these concerns, a class on the Fundamentals of Early Childhood Education focusing on the National Curricular Guidelines for Early Childhood Education (NCGECE) sparked interest in exploring the relationship between children and nature and its benefits for childhood development. This study seeks to understand how this relationship is addressed in the NCGECE and how it aligns with the principles of Critical Environmental Education (CEE). The findings presented in this study are based on bibliographic and documentary research. An analysis of the NCGECE revealed several actions emphasizing the importance of socio-environmental experiences; however, these efforts often remain limited to specific contexts, such as rural and indigenous settings. Despite advancements in discussions surrounding this topic, significant challenges remain in ensuring children have access to high-quality early childhood education that fosters holistic development and environmental awareness from an early age.