The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
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Abstract
This paper aims to establish a dialogue between the aesthetic principles of the National Curriculum Guidelines to Early Childhood Education (DCNEI) and the narratives present in the pedagogical documentation of working with clay in early childhood school SESC - Sesquinho from Santo Ângelo/RS. For this, the paper adopts a qualitative approach by bibliographic, documentary research and with inspiration in ethnographic studies. This dialogue is supported by DCNEI's documents and National Common Curricular Base, as well authors as Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); This theoretical framework was chosen to discuss how sensitivity, creativity, freedom of expression, among other aspects, are present in the narratives that build the grammar of clay within the daily life of a school that welcomes children in its entirety and considers pedagogical documentation a fundamental approach to thinking about his pedagogy.
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