The influence of coloniality on the curricular bases of early childhood education

Abstract

This essay analyzes the Curricular Bases of Early Childhood Education, which have been influenced by coloniality on at least three levels: first, its foundations, principles and objectives have been determined from a modern/colonial ideal, anchored to positivism, which seeks to control the learning of children around an eidos prescribed by the document. Second, the idea of the Bases' interculturality is inspired by the principle of meaning from a technical interest in Tyler's sense: to bring the predetermined content closer to children's cognitive structures to improve their performance concerning to the learning objectives. And, finally, the theoretical references on which they have been built come mostly from Eurocentric/Anglo-Saxon traditions, confirming that theoretical sources far removed from our Latin American and Chilean reality prevail.