Banca de DEFESA: REJANE PERES NETO COSTA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : REJANE PERES NETO COSTA
DATE: 18/12/2025
TIME: 10:00
LOCAL: auditório da pós-graduação
TITLE:

CURRICULUM POLICY AT A CROSSROADS: EARLY CHILDHOOD EDUCATION IN THE
BNCC

 

KEY WORDS:

curriculum; educational public policy; crossroads; early childhood education; National Common Curricular Base.

PAGES: 162
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Política Educacional
SUMMARY:

This dissertation presents an investigation into the implementation of the Brazilian National Common Curricular Base (BNCC) within school practices by accompanying the daily work of an Early Childhood Education teacher in a municipal school during the year 2024, aiming to understand how pedagogical practices and their everyday adjustments are managed in light of the curricular document, and how the BNCC aligns with conceptions of childhood present in other institutional documents as well as in the school’s already consolidated practices. The research adopted the notion of the crossroads (encruzilhada) as both methodological perspective and analytical instrument, given its capacity to illuminate the ambivalences that traverse culture, society, children, families, the school, and the researcher herself, and combined this approach with the notion of discourse and its contingency, understanding curricular documents as arenas of dispute and meaning-making concerning education, childhood, and learning. The findings converge with indications from other studies by showing that the BNCC has materialized as the curriculum itself, surpassing its guiding character and assuming a normative role in the organization of school practices, operating as a device that legitimizes particular forms of pedagogical work, especially those grounded in the anticipation of learning and the rationalization of educational processes. Although the BNCC claims to value cultural diversity, multiple languages, and play as a structuring axis, it mobilizes curricular artifacts such as the fields of experience, learning and development objectives, and general competencies that function as mechanisms of selection and control of knowledge, organizing the educational experience according to a technical and developmental rationality sustained by models of a universal child and linear learning trajectories, producing truth effects regarding what is considered legitimate and desirable knowledge. By accompanying the teacher in her daily practice, the research revealed that the implementation of the BNCC occurs within an entanglement of heterogeneous forces, where experiential knowledge, curricular prescriptions, institutional demands, and the singularities of children coexist, and the crossroads as epistemology and method made it possible to understand this scenario not as a field of dichotomous choices but as a territory of tensions, negotiations, and inventions through which the school produces meanings about educating, caring, interacting, playing, in sum, about living.

COMMITTEE MEMBERS:
Presidente - 1544253 - ANELISE MONTEIRO DO NASCIMENTO
Externa à Instituição - ANETE ABRAMOIWCZ - USP
Externa à Instituição - MARINA PEREIRA DE CASTRO E SOUZA - UERJ
Externa à Instituição - PRISCILA DE MELO BASÍLIO - UFRJ
Externa à Instituição - RITA DE CÁSSIA PRAZERES FRANGELLA - UERJ