A CRITICAL ANALYSIS OF PEDAGOGICAL PRACTICE IN CONTEMPORARY EARLY CHILDHOOD EDUCATION

Abstract

This article presents a critical analysis of pedagogical practices in contemporary early childhood education, focusing on the holistic development of children from zero to five years old. The research addresses play as an essential pedagogical tool that transcends mere games, social interaction as a vital element for language development, and the partnership between school and family as a catalyst for the educational process. The theoretical framework is based on socio-interactionist and systemic perspectives, which emphasize mediated interactions and the family context in child development. Methodologically, an exploratory qualitative approach was adopted, supported by a literature review and document analysis of Political Pedagogical Projects and current legislation. This approach allowed for a deeper understanding of current pedagogical practices, highlighting normative advances and persistent obstacles. The results indicate that, despite the support of the National Curriculum Guidelines and the BNCC (National Common Core Curriculum), challenges remain, such as a lack of continuing education for educators, precarious infrastructure, and low family participation. The concluding remarks reiterate the need for coordinated investments in professional training and community integration strategies. They emphasize intentional and reflective practices that ensure holistic development, respect for individual differences, and children's empowerment. It is concluded that early childhood education is a fundamental stage in citizenship, autonomy, and creativity, consolidating itself as a foundation for a more just society.