EDUCAÇÃO INFANTIL NA BASE NACIONAL COMUM CURRICULAR E AS IDEIAS EDUCACIONAIS DE CARL ROGERS

Abstract

The objective of this study is to compare the educational approach proposed by Carl Rogers and the national regulations that govern Early Childhood Education in Brazil. Documentary and bibliographic research methods are used to discuss primary and secondary sources relating to Rogerian educational proposals and the materials that support the structuring of Brazilian Early Childhood Education. Subsequently, the information is discussed in terms of structuring, approximations and distances. Among the findings, it stands out that both perspectives are similar in the use of senses to promote an educational experience, in the creation of an environment conducive to learning, in the appreciation of the child as the protagonist of the learning process and in the emphasis on the relationship between teacher- student. However, they distance themselves in relation to educational methodological practice and the nature of its exercise. In view of this, it’s concluded that the study points to an explanation as to why there are no schools in Brazil that are guided by the Rogerian framework in their educational stages, especially in Early Childhood.