2022-11-282022-11-282020https://repositorioacademico.universidadebrasil.edu.br/handle/123456789/356The research is based on an emancipatory conception of education. The guiding question allowed us to establish a relationship between the prescribed curriculum and that experienced in the day-to-day education of children, from a pedagogy in motion. The research aimed to investigate how the knowledge and practices developed in early childhood education reflect the critical conception of the curriculum that comprises Environmental Education and analyze how the critical conception of the curriculum allows the formation of ecological subjects that transform their reality. The research was developed with a qualitative approach, through literature review, with analysis of documents in secondary sources, carried out in a municipal public school of early childhood education in the city of São Paulo. It can be concluded that the listening, the protagonism and the authorship of students and educators, based on a dialogical and participatory relationship are conditions for the realization of a critical curriculum with the environmental theme in early childhood education. As an end product of this research, an ecological game “The Wild Animal Trail” was created, a didactic proposal to compose the curriculum of early childhood education.PDFpt-BRopenAccessMovimento CurricularJogo EcológicoSaberes da InfânciamasterThesisCB