Early childhood education and historical-critical pedagogy: elements for a school curriculum in the countryside

Abstract

This study aimed to discuss the curriculum for early childhood education in the field, considering the historical-critical pedagogy, with the proposal to think about the curriculum and the school context as a locus of access to scientific knowledge. This was a theoretical qualitative research, based on studies of the main interlocutors of Historical-Critical Pedagogy. To do so, we started with the following guiding question: to what extent can the PHC contribute to the discussion and proposition for early childhood education in the field? This question leads us to say that Early Childhood Education is a right that must be offered by the State, considering the social practices of children of rural workers, recognizing the specificity the age group requires regarding its attendance, which is 0 to 5 years old, in order to overcome the invisibility of rural children. In conclusion, there is not a single way of thinking about a curricular proposal for early childhood education in the field, but for this, we consider the importance of early childhood education that works with all the abundance of contents, artistic, aesthetic and ethics, etc. dialogued with social practices that involve the rural area.

Keywords

• rural education
• early childhood education
• historical-critical pedagogy
• human development.