Abstract:
The work with the environment in connection to the education have been disseminated by many events, researches and documents; and these have been highlighting the significance of environmental education for human development, to bring up critical, reflective and reality-confronter citizens. Thus, beginning to integrate environmental education in early childhood proves to be paramount, since it is specifically in this stage that children learn the values they will carry throughout their lives; however, the reference document never mentions the term “environmental education”. Therefore, this research aims to comprehend the place environmental education holds in the National Curriculum Guidelines for Early Childhood Education (Brasil. MEC. SEB, 2010BRASIL. Ministério da Educação (MEC). Secretaria de Educação Básica (SEB). Diretrizes Curriculares Nacionais para a Educação Infantil. Brasília: MEC/SEB, 2010.). This is a qualitative research, conducted through a documentary analysis, that seeks points of convergence between the aforementioned guidelines and the National Curricular Guidelines for Environmental Education (Brasil. CNE, 2012BRASIL. Conselho Nacional de Educação (CNE). Resolução CNE/CP nº 2, de 15 de junho de 2012. Estabelece Diretrizes curriculares nacionais para a Educação Ambiental. Diário Oficial da União , Brasília, DF , n. 116, 18 jun. 2012. Seção 1, p. 70.), chiefly underpinned on Morin (2001)MORIN, E. Os sete saberes necessários à Educação do futuro . São Paulo: Cortez , 2001.. It was possible to identify some points of convergence between the said documents, such as the work with ethics, care, cooperation and solidarity. Besides that, Morin’s work is understood as a strong contributor to the establishment of the environmental field in the early childhood education.
Keywords:
environmental education; early childhood education; complexity