Base nacional comum curricular e produção de sentidos de educação infantil: entre contextos, disputas e esquecimentos

Abstract

This dissertation is part of the research line LP2, entitled School Practices and Public Policies, of the Graduate Program in Education, Federal University of Santa Maria (UFSM). It presents as general objective: To analyze the production of meanings of Early Childhood Education through the discourses of the National Curricular Common Base and managers of the Santa Maria / RS municipal education department. The methodology used was an explanatory qualitative study. For the analysis of the National Curricular Common Base (BNCC) the Policy Cycle formulated by sociologist Stephen Ball (1994) was used. To interpret the data and search for the meanings of childhood (s) the French Speech Analysis Michel Pêcheux (1938-1983) (ORLANDI, 2015) was used, the discursive basis of this work encompassed the BNCC versions and interviews with the managers acting in the Pedagogical sector of the Municipal Education Department. The theoretical basis is based on the studies of Andrade (2010), Antunes, Aita and Sarturi (2016), Barbosa (2016), Silva (2015), among others. From this research it was identified that the senses produced in the movements of the BNCC refer to the sense of aspects of a traditional education, technical strands of know-how, articulated to a curricular relation of "control" - curriculum-evaluation relationship.