As a consequence of the teaching distributed into disciplines, the vision of human beings about themselves gets more fragmented. Therefore, it is believed that the teaching of the human condition should be present at all levels of education, in order to provide individuals with a broader vision about themselves and about others. Under this perspective, this study seeks to approach and comprehend some conceptions that teachers and educators of a Municipal Center of Early Childhood Education (Centro Municipal de Educação Infantil) of Curitiba, in the State of Paraná, have about the aspects that involve the third knowledge of Morin: teaching the human condition. Hence, it was necessary to establish relationships between the third knowledge of Morin and the National Curricular Guidelines for Early Childhood Education (Diretrizes Curriculares Nacionais para Educação Infantil) of 2009, and also, identify the aspects present in the discourse of teachers and educators that reveal that knowledge in their classroom practice. The results indicate that some changes are necessary in relation to the training of professionals of early childhood education, in order to develop a more focused practice in the human condition, so that individuals can realize that they are part of a whole and can, thus, break its fragmentation.
human condition; early childhood education; different languages; Edgar Morin.