Role of school in teaching political, ethical and aesthetic values to children in early childhood education

Abstract

This study analyzes the role played by early childhood education institutions in promoting political, ethical and aesthetic values, as recommended by the National Curricular Guidelines for Early Childhood Education (Brazil, 2010), based on contributions from authors such as Savater (2012), Díez Navarro (2004), Pérez Esclarín (2001), among others. The article emphasizes the importance of a comprehensive education that transcends the simple transmission of technical-scientific knowledge, disseminating essential values for coexistence in society. The methodology adopted follows a qualitative approach through a survey of the state of knowledge, searching for theses and dissertations related to the topic produced in Brazil and available in the Digital Library of Theses and Dissertations (BDTD), referring to the period between 2018 and 2023. The analysis is carried out from the perspective of content analysis proposed by Bardin (2011), identifying and examining relevant research that highlights the need to integrate such values into the educational curriculum, aiming to stimulate the personal and social development of children from the first years of life. The results obtained reveal that there is still a long way to go regarding the teaching of values in early childhood education.