Políticas de currículo para a educação infantil em Rondonópolis (MT) : disputas discursivas pela fixação de uma identidade para o professor
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Data
2017-03-17
Autores
Almeida, Rosely Santos de
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Universidade Federal de Mato Grosso
Resumo
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.
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ALMEIDA, Rosely Santos de. Políticas de currículo para a educação infantil em Rondonópolis (MT): disputas discursivas pela fixação de uma identidade para o professor. 2017. 173 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017.