HUMAN DEVELOPMENT AS A RIGHT AND EDUCATIONAL OBJECTIVE IN THE CHILD EDUCATION CURRICULUM

The concern with human development is acurrent agenda in several fields of studies and research. Fully developing children through school education has been the primary objective of Early Childhood Education schools. This work aimed to carry out an analysis of the current Curricular Policy document (BNCC - EI, 2017 version), observing the regularities about the meaning that is attributed to human development and that can give vent to the construction of curricular proposals today. In this way, two categories were formulated that constituted the document analysis: (a) human development as an educational right; and (b) human development as a curricular objective. It should be said that, even declaring itself relevant and expressing its commitment to equity, fully contemplated in the document, it was observed that the BNCC ended up not directly addressing issues related to the specificities that cross the experiences of each child. Thus, it was found that human development is still trapped in an organic and linear perspective, quite common in traditional models of education. To conclude, the following question is asked: is full development for everyone? The concept of democracy was used as an analytical tool - inspired by the writings of John Dewey - in order to bring discussions relevant to the theme that could help in the construction of more democratic curricula in the schooling process of Brazilian children.