Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Silva, Simone de Oliveira Andrade
 |
| Orientador(a): |
Sousa, Clarilza Prado de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16070
|
Resumo: |
This paper aimed to identify guidelines as defined by the Brazilian Curriculum Directives for Early Childhood Education to the teaching and learning of mathematics persisted as guidance of teacher s work. The policy cycle approach, formulated by Stephen Ball and Richard Bowe, that presents the debate around to the analysis of educational policies and its contributions to the critical and contextualized analysis of them, was applied as a theoretical and analytical framework to examine this educational policy. This paper verified two contexts, namely: text production and practice. The documental analysis and qualitative analysis of RCNEI allow comprehending the context of text production. Teachers and coordinators were interviewed to enable the observation of context of practice. Analysis was supported by software ALCESTE. The research identified a text influenced by national and international policies, what it became confused and hard to interpret. The results of analysis indicated still that the education professional maintained their traditional of teaching, although they considered this document as a model unifying national guidelines for Early Childhood Education. Therefore, the education policy was useful as such organized of school documents, but no as a guideline of teacher practice |
