Educar por inteiro: o que podemos entender por “desenvolvimento integral” das crianças na Educação Infantil nos documentos brasileiros atuais?

Abstract

In the midst of the recurring defense of integral development as a basis for practices in Early Childhood Education, we sought to understand the term which, at the same time as directing educational actions, points to a reading of the constitution of the human being. Over the years, many philosophers and sociologists have sought to understand the human being, which has provided the basis for many other authors, and today we find various conceptions. In addition to the bibliographical research, this work included a visit to national documents to understand how education in the country has looked at this term. Understanding the importance of this topic, especially for teachers, who are closest to children in daily educational practices, the complexity of the subject and the need for critical analysis to recognize the actions that are based on integral development and are spread throughout Brazilian schools became evident.