BNCC AND SERVICE-LEARNING IN EARLY CHILDHOOD EDUCATION
A POSSIBLE DIALOGUE
Keywords:
BNCC, Solidarity Service-Learning, Early Childhood Education, Child Protagonism, Teacher TrainingAbstract
The implementation of the Brazilian National Common Curricular Base (BNCC) in Early Childhood Education recognizes children as rights-bearing subjects and protagonists of their own learning. However, a gap remains between normative guidelines and everyday pedagogical practices. This theoretical-analytical essay investigates the dialogue between the BNCC and Service-Learning (AySS), also known in Brazil as Solidarity Learning (SL), as a strategy for implementing the curriculum in a transformative way. Based on legal frameworks and previous research, it analyzes how SL can connect learning rights and fields of experience with experiences of active citizenship. The analysis suggests that this methodology gives social and ethical purpose to interactions and play, fostering children's holistic development and connection with real community issues. It concludes that effective implementation requires continuous teacher education, intentional mediation, and sensitive listening, strengthening children's participation in building a fairer and more supportive society
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