PANTANAL CULTURAL PRODUCTIONS IN EARLY CHILDHOOD EDUCATION

Abstract

This article investigates the pedagogical importance of inserting Pantanal cultural productions into the daily routine of Early Childhood Education, using playfulness and the appreciation of local heritage as articulating axes. The study is grounded in the theoretical frameworks of the sociology of childhood and critical-social pedagogy, engaging with Paulo Freire's contributions on reading the world prior to reading the word, Tizuko Morchida Kishimoto's insights on toys, games, and playful culture, as well as the rigorous qualitative and documentary research methodology systematized by Bernadete Angelina Gatti. On the normative and curricular level, the work is anchored in the National Curriculum Guidelines for Early Childhood Education (DCNEI), the National Common Curricular Base (BNCC), and the Curricular Reference Document of Mato Grosso (DRC-MT). Furthermore, it highlights the impetus provided by continuing education programs offered by the Municipal Education Network of Cáceres-MT, such as PROLEEI 2026, which encourages the development of pedagogical works centered on regional wealth and knowledge. As a practical and empirical excerpt, it examines a pedagogical experience developed in this context, in which five-year-old children experienced the city's historical and cultural heritage through guided tours of the Historic Center, Barão do Rio Branco Square, the Paraguay River Pier, and the Sicmatur Green Square, culminating in a thematic school parade with wings dedicated to 'Pantanal animals', the legend of the 'Minhocão', and regional tourist spots. The results demonstrate that the articulation between teacher training, playful experiences, and Pantanal heritage fosters regional identity and the integral development of children.