Textbook: challenges and missteps in the early childhood education curriculum

Abstract

This article problematizes the Early Childhood Education curriculum and the conception of childhood present in theoretical bases and official documents, from the DCNEI and the BNCC. In this context, it analyzes the activities proposed in textbooks for this education stage, questioning their alignment with the pedagogical principles established by these directives. Consequently, the text discusses how the activities found in these materials can limit childrens learning, reduce teachers; autonomy, and compromise the quality of pedagogical practice. Also noticeable is the influence of business groups in defining a standardized curriculum for early childhood education, as well as misinterpretations of the BNCC by educators. It can be concluded that textbooks are often a limited resource, not very sensitive to the specificities of childhood and the demands of contextualized learning consistent with the specificities of childhood.