Banca de QUALIFICAÇÃO: REJANE PERES NETO COSTA

CROSSROAD POLITICS: A CURRICULUM FOR CHILD EDUCATION

Educational Policy; Curriculum; Child education; Postcolonial Studies; Baixada Fluminense.

This doctoral research project proposes monitoring strategies for implementation of a reformulated municipal curriculum for Early Childhood Education. O The theme is linked to the implementation of an ongoing curriculum policy in the country and proposed by the National Common Curricular Base – BNCC. The BNCC is a character document normative and defining of a progressive set of learning, which established the (re)formulation of the curricula of education networks across the country, bringing for the first time time, in Early Childhood Education, objectives defined by age groups, which include babies since birth. From such legal instruments, BNCC and local curricula, teachers, babies and children were called upon to carry out a series of activities with objectives, which are presented as a guarantee of learning and development. Faced with the adoption of a national curriculum that forced municipalities to adapt to their definitions, how have institutions and subjects operated with these documents? This is the question that gives rise to the research. This study will take place in a Early Childhood Education, in Nova Iguaçu, a municipality that makes up Baixada Fluminense. A reformulation of Nova Iguaçu's municipal curriculum was carried out throughout the year 2018 and published in February 2019, this process was followed in research master's degree developed by the author, in the same postgraduate program. At occasion, the objective was to observe the actions for the curricular reformulation for Education Childhood, now we seek to understand its developments in a context specific, which is why the option was for the case study. Faced with the challenges that a homogeneous curricular policy brings to heterogeneous contexts, the choice of postcolonial studies as a theoretical framework. With Bhabha and Seamus it is intended think about the cultural negotiations undertaken between these subjects and of them with what emerges from the curricular policy adopted by the municipality. It is assumed that the policy presents itself as wanting to control what is done in schools through a prescription of what is lived, interactions, experience and games, in an effort to “develop and teach” babies and children through school activities. The proposal is know how the reformulated curriculum is recognized by teachers and experienced with babies and children in the daily life of an Early Childhood Education institution, together with the guidelines of the National Common Curricular Base for this stage educational.