Implementação do currículo da educação infantil à luz da BNCC no município de João Pessoa - PB

Abstract

The study of educational policies aimed at children from zero to five years of age point to conceptual changes about the objectives directed to the institutional care of early childhood education. Such changes will justify the need to guarantee this stage of basic education a practice that observes the specificities necessary for pedagogical work aimed at children. It is correct to say that in the last thirty years, after the Federal Constitution of 1988, there has been a change of conception in relation to the concept of child, in which the child is seen as a subject of rights. The Citizen's Constitution inaugurates a set of laws that move towards the construction of a national education policy curriculum. In the year 2017, amid many clashes and contradictions, the BNCC was approved, which deals with Early Childhood Education and Elementary Education, as it is a normative document that defines a set of essential learning for all students throughout Basic Education. In this way, it establishes for States and Municipalities the obligation to (re)develop their curricular proposals. Considering the guidelines set out in educational policies for children, and especially within the scope of the BNCC, we question how the Early Childhood Education curriculum has been structured in the municipal public network of João Pessoa and how the participation of teachers has been favored in the construction of a proposal curriculum to be implemented in CREIs and schools. The study is characterized as a documentary research, which provides us with paths for an analysis of the documents that direct the structuring of the curricular policy implemented in the municipal network. We looked for authors such as Amorim (2010), Barbosa (2009), Corsaro (1997), Dias (2005,2018,2019), Freire(2000), Freitas(2014), Frigotto(2010), Kramer(2003,2011), Macedo (2018), Oliveira(2019), Oliveira2011,2017), Ostetto(2017), Pino(2005), Sarmento(2007), Saviani(2016,2018), Souza(2018), Vygotsky(1984) to favor a theoretical foundation regarding the categories explored throughout the study. The analysis of the documents allowed us to conclude that the BNCCEI, despite endorsing the principles set out in the DCNEIs, the third and last version of the document reinforces an anticipation of schooling, disregarding the advances and discussions experienced over the last few years. It was also possible to perceive that the construction of state proposals, like Paraíba, took place in a minimum period, making the process of analysis and participation difficult. At the municipal level, the Curriculum Proposal has not yet been built, therefore, we seek the Pedagogical Guidelines for Early Childhood Education, in line with the other documents, the prescriptive and managerial perspective of education is strong.