Políticas da educação infantil na rede municipal de ensino de Uberlândia: formação continuada nos grupos de trabalho (2018-2019) e construção das diretrizes curriculares

• Ano de defesa: 2021
• Autor(a) principal: Resende, Fernanda Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: políticas da educação infantil; formação continuada; diretrizes curriculares municipais; Child Education Policies; Continuing Education; Municipal Curricular Guidelines; CNPQ::CIENCIAS HUMANAS; Educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31798; http://doi.org/10.14393/ufu.di.2021.258

This research is the result of an investigation at the master’s level, inserted in the research line State, Policies and Management of Education, of the Graduate Program in Education, of the Federal University of Uberlândia. The general objective was to know the contributions, limits and possibilities of continuing education, carried out in the Working Groups of Early Childhood Education, in the period from 2018 to 2019, at the Municipal Center for Educational Studies and Projects Julieta Diniz, destined to the construction of the Municipal Curricular Guidelines of Uberlândia, Volume 2, Early Childhood Education, in the light of the public policies of Early Childhood Education, from the 1988 Federal Constitution to the Common Curricular National Base (2017), in the interlocution with empirical research. The research approach is qualitative, outlined as bibliographic, documentary and field. The empirical research was carried out through the application of a questionnaire sent by e-mail, with 09 child education professionals as subjects who participated in the training action mentioned above. The main authors that supported the research were Kosik (1976), Triviños (1987), Imbernón (2010), Kuhlman Jr (2011), Paulo Netto (2011), Gomide (2014), Tardif (2014), Silva (2016), Cury (2018), among others. The initial data collection was performed by selecting, analyzing, and interpreting the bibliographic and documentary survey on the object of study, with a view to contributing with dialectical perspectives for studies and further actions in the area in question. In the document analysis, documents and laws were used, especially Federal Constitution of 1988; National Curriculum Reference for Early Childhood Education (1998); Law of Guidelines and Bases nº 9394/1996; National Curriculum Guidelines for Early Childhood Education (2010); National Common Curricular Base (2017); Minas Gerais Reference Curriculum (2018); Municipal Curricular Guidelines of Uberlândia - Infantile Education (2020), among others. As theoretical and methodological assumption, we opted for historical dialectical materialism and, thus, we sought to research, study and investigate the structure of the research object, material transposed to the researcher. The object of study was understood in its entirety in its multiple determinations, in a dynamic totality, analyzing the relationships between the constitutive totalities and the inclusive totalities, mediated by the peculiar structure of each totality. The results point to process of constructing curricular policies as a battlefield, permeated by hegemonic ideals and with allusions to democratic essays. We identified the following contributions: encouraging the participation of professionals in municipal early childhood education in this process of collective construction; materialization of the municipal curricular guidelines through studies, reflections, and actions of this training; implementation of the document, among others. As for limitations we noticed that time factor was mentioned in the narratives of the participants of this research as an influence that may have accelerated such a complex process and representative training, among others. The possibilities listed refer curriculum in action and the encouragement of networking, among others. Finally, there was a need for innovations and transformations, which represent constant challenges for public educational policies and the realization of public rights, in social and historical praxis.