A visão da beleza na educação infantil: o valor do senso estético no processo educacional, sob os parâmetros definidos pela BNCC

Abstract

Notions of what is beauty affect us from the earliest age. The task of fostering these perceptions about the philosophy of aesthetics falls to the institutions responsible for education. Lewis (2017) guarantees that the work done by teachers echoes for countless years, until the teachings of childhood are real beliefs in our minds, without us being able to distinguish when they became indisputable. Since the school is one of these institutions, governed by a curriculum system, and in view of the reality that Early Childhood Education is the beginning of the educational process, we need to think about how the curriculum is articulated in order to resolve the dilemmas related to beauty. Therefore, based on Greek philosophy and Augustinian writings, the aim of this work is to analyse the vision of beauty in Childhood Education and the value of the aesthetic sense in the educational process, under the parameters defined by the BNCC, such as identifying which conceptions referring to the child and the construction of aesthetic perceptions guide the National Common Curriculum Base (BNCC) for Early Childhood Education produced after the LDB (1996). In addition, the aim is to investigate the possible currents related to the philosophy of aesthetics contained in the curricular document analyzed and to reflect, in contrast, on the interconnection of the transcendental truth, goodness and beauty and the educational context. Furthermore, to analyze the extent to which the notions assumed in the curriculum documents for Early Childhood Education reverberate in pedagogical practices and, consequently, in fostering the child's aesthetic sense. The qualitative, exploratory and documentary research method was used to verify how the perspective of beauty is elucidated in the Common National Curriculum Base. Through the analysis, it was possible to observe that the participation of aesthetic philosophy is almost non-existent throughout the document, even though it mentions the need to foster this in children in its parameters. It was also possible to see that, given the lack of definitions of truth and goodness, it is impossible to build something solid, logically sustainable, about what beauty is and what value judgment is.