ABSTRACT
This essay brings reflections on the National Common Curricular Base/BNCC, stage of Early Childhood Education, especially with regard to the relationship between human beings and nature. This issue gained visibility in the context of the COVID-19 pandemic, when it began to be identified as an effect of the capitalist-colonialist economic development model. Theoretical references are sought in conceptual characters that are situated in non-hegemonic Western philosophies and in neurobiology, based on discourse analysis based on the archeology of knowledge, by Michel Foucault. These perspectives converge with native epistemologies that conceive the human as an organic-cultural being whose existence is intertwined with other living beings, beings and phenomena; being, therefore, potentiates itself in this state of entanglement. The analyzes reveal that the BNCC’s inattention to the biophilic condition of human infants is related to philosophical conceptions and theoretical-practical propositions marked by the modern, deeply cosmophobic, anthropocentric, rationalist, individualistic, adultcentric and colonialist worldview. In opposition, they challenge the formulation of pedagogies attentive to the planetary emergency, confluent with the knowledge/sciences of our original and traditional Brazilian peoples in the care of biodiversity; and invite the proposal of native pedagogies committed to the causes of children, with regard to freedom of movement and choice, living together and free playing with nature, conditions for the integrity of humans and, simultaneously, for the integrity of Earth.
Keywords:
BNCC; Child Education; Nature; Biophilia; Non-Hegemonic Philosophies