The humanities in the formation of the teacher of early childhood education and early years.
Human formation; Teacher training; Humanities; Resolution CNE/CP 2/2019.
The research seeks to analyse the place of humanities in teacher training courses to work in early childhood education and the early years of elementary school. To this end, it seeks to achieve the following objectives: compare the purposes of resolutions between CNE/CP 2/2006, 2/2015 and 2/2019 with regards to studies in the humanities; to know which side coordinators of pedagogy courses are in relation to Resolution CNE/CP 2/2019 and its focus on the language of learning competence and skills; discuss the implications of Resolution CNE/CP 2/2019 for the human training of teachers who will work in early childhood education and in the early years. If using the qualitative research approach, already carried out, so far, the analysis of resolutions CNE/CP 2/2006, 2/2015 and 2/2019 and pedagogical projects of pedagogy courses in Brazilian public universities, applied questionnaires and carried out interviews with the coordinators of the same courses. The theoretical discussion has been carried out with the American philosopher Martha Nussbaum (2015) and authors who deal with human formation such as Dalbosco (2019), Goergen, (2016) Mühl (2019), Flickinger (2019), among others. The understanding, so far, is that there is a worldwide tendency to simplify the humanities in the curricula of teacher training courses worldwide, being more accentuated in Brazil with Resolution CNE/CP 02/2019.