Concepções sobre a educação infantil, currículo e aprendizagem: perspectivas e possibilidades de políticas e práticas educacionais na educação básica

This article analyzes conceptions of early childhood education, curriculum, and learning from the perspective of Historical-Critical Pedagogy, discussing educational policies and practices within Brazilian Basic Education. The study aims to reflect on the relationship between curriculum and pedagogical practices, considering the theoretical foundations of the BNCC, LDB, and DCNEI (2009), as well as the social, cultural, and formative implications of the educational process. This research is characterized as a bibliographic review of an exploratory nature, with a qualitative analysis of academic studies, official documents, and educational legislation. The results indicate that the curriculum is a field of theoretical and political disputes, and its implementation requires emancipatory practices that value the active role of children in the construction of knowledge. It is concluded that adopting a critical approach to the curriculum contributes to strengthening democratic pedagogical practices and promoting a more equitable early childhood education.