Políticas de currículo para a educação infantil em Rondonópolis (MT) : disputas discursivas pela fixação de uma identidade para o professor

• Ano de defesa: 2017
• Autor(a) principal: Almeida, Rosely Santos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Identificação docente; Educação infantil; Textos políticos; Política de currículo; Abordagem do ciclo de políticas; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teacher identification process; Childhood education; Political texts; Curricular policies; Political cycle approach
• Link de acesso: http://ri.ufmt.br/handle/1/3607

This research investigates the early childhood education curriculum policies in Brasil. This investigation problematizes the idea that teachers must build an identity proposed by the curriculum. This study aims to investigate the multiple meanings behind the idea of this standard identity of early childhood education teachers stablished by national curricular documents in contrast with the practical context of Municipal Schools of Rondonópolis (MT). This study is based on Lopes and Macedo’s discussions and it intends to discuss the conceptions of curriculum as cultural practice, culture, decentered subject and politics. As a cultural practice the curriculum is built through pedagogical practices and its relation to the Otherness. Therefore, this study is guided by Chantal Mouffe’s discussions which understands that curricular policies for early childhood education are discursive productions and they try to rule social life and, in this case, they try to fix an identity to early childhood education teachers sustained by the attempt of providing a “good” education. This research methodology is based on Ball and Bowe’s studies, which allows us to analyze politics as texts and discourses constituted in different contexts. This investigation focuses both political texts and pedagogical practices. Our corpus is constituted by documents signed by the Ministry of Education (MEC), by the National Education Council (CNE) and by other political agents identified during the investigation. The research also includes some interviews with pedagogical coordinators who work with early children education at Municipal Schools of Rondonópolis (MT). The pedagogical coordinators were included in this investigation because they are privileged readers of these official documents. The analysis is divided into three moments: the discussion about the meanings assigned to the words child, childhood, contents, knowledge, culture and experience, which are terms easily found in political texts; the discussion about meanings granted to teachers in practical contexts emphasizing the privilege of some terms, such as relation and planning; the discussion about the impossibility of a standard identity to childhood education teachers. We debate the impossibility of political texts to fix a standard identity for early childhood education teachers, reflecting about the idea that some conceptions of teachers are presented in political texts to present productive relations (among child/teacher and child/child) so they can reflect the idea of a “good education”, limiting practices which don’t follow the political texts standards. We discuss the current policies, defending educational space as a place to the difference and we highlight the importance of stimulating new relationships among different subjects, not based on strength and hierarchy as the standards discourses (based on knowledge to be validated, the orientations, laws and decrees) propose.