Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local

Abstract

This dissertation received support from the Education Observatory Program of the Coordination of Improvement of Higher Education Personnel - CAPES / Brazil and is linked to the Elos / Cnpq Research Group. It is inserted in the line of research LP2, entitled School Practices and Public Policies, of the Post-Graduation Program in Education, Federal University of Santa Maria (UFSM). It presents as general objective to analyze the meanings and the tensions of the curriculum of the infantile education, with emphasis in the children from zero to three years, considering the public policies and the context of a public institution of the municipality of Santa Maria - RS. The methodology adopted is based on the quantitative-qualitative approach, based on a case study. The data were produced through the analysis of public policies considering the documents that guide the organization of the curriculum of children's education, using as a source: School Census of the National Institute of Studies and Educational Research Anísio Teixeira (INEP), and data from the Observatory of the National Education Plan. As an instrument of data production with the subjects of the research, we used participant observation in the school context in a nursery class, semi-structured interview with the pedagogical coordinator and questionnaire with four teachers of children from zero to three years old of an institution municipal public. As theoretical references, the studies of Oliveira (2011), Guimarães (2011), Barbosa (2016), Gimeno Sacristán (2000), Kuhlmann (2004) and Kramer (2016) among others, besides the pertinent educational legislation, were used. Over the years, early childhood education has made advances, both in terms of enrollment, thus increasing access to the first stage of basic education, as well as in the construction and elaboration of pedagogical proposals and curricula, since discussions have been held and construction of new public policies and documents to guide and guide the curricula of children's education, always targeting the child as a historical subject of rights and the center of the planning of these proposals. It was verified that in the course of Brazilian history, different models and conceptions of curriculum were being organized and that for a long time children from zero to three years of age were not thought of in these proposals. Curricular movements and studies were studied, which sought to integrate and understand the specificities of the children, who would attend the day care context. It is concluded that the meaning of curriculum assigned in the current context of early childhood education emerges from something that is in motion, in which it is alive and flexible according to the interests, needs and demands of children.