FIELDS OF EXPERIENCE: A COMPLEX AND TRANSDISCIPLINARY WEAVING FOR THE EARLY CHILDHOOD EDUCATION CURRICULUM

Abstract

This article aims to analyze the Campos de Experiência (Fields of Experience) proposed by the Brazilian National Common Curricular Base (BNCC, 2017) as indicators of a curriculum approach grounded in complexity and transdisciplinarity within the context of Early Childhood Education. The investigation is organized into four main axes: (1) historical contextualization of the BNCC and its contribution to recognizing Early Childhood Education as a stage with its own identity; (2) presentation of the curricular proposal through the Fields of Experience and its legal foundation; (3) exploration of the epistemological and philosophical bases that support the proposal, with emphasis on the concepts of experience, complexity, and transdisciplinarity; and (4) critical analysis of the potentialities of the Fields of Experience in building a curriculum that is sensitive to the uniqueness of childhood and open to the weaving of diverse knowledge systems. This is a qualitative bibliographical study, based on authors such as Morin (2002, 2011, 2014), Nicolescu (2001), Finco (2015), Fochi (2015), Faria (1995), and Oliveira-Formosinho (2003), in addition to official and regulatory documents of Brazilian education. The relevance of the study lies in the scarcity of research that addresses the Fields of Experience from the perspective of the epistemology of complexity, and the urgent need to rethink the Early Childhood Education curriculum in light of a broadened, integrated, and humanized conception of learning and development.