Resumo

ROSA, Luciane Oliveira da  e  FERREIRA, Valéria Silva. THE ROLE OF PLAY IN THE BNCC VERSIONS: DISCOURSES CONSTITUTING KNOWLEDGE IN THE EARLY CHILDHOOD EDUCATION. Eccos Rev. Cient. [online]. 2022, n.62, e18508.  Epub 12-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n62.18508.

The Base Nacional Comum Curricular - BNCC [Common Core State Standards] is a normative document of school curriculum and pedagogical practices. The Common Core State Standards encompasses Early Childhood Education and had five versions during the drafting process. Different government teams and developers worked on each version of the Common Core, disputing in the curricular policy the power of the discourse for the constitution of knowledge in Brazilian education. Thus, this paper aims to discuss how the role of play enunciated in each version of the document seeks to constitute knowledge about the child and Early Childhood Education. The research is based on the context of text production of the policy cycle approach, which serves for the critical interpretation of the process of education policy formulation, based on the analysis of Foucault’s discourse. Data collection took place in the text of the Common Core State Standards versions, especially in the introductory part and in the chapter that addresses Early Childhood Education. The analysis shows the role of play among the continuities and discontinuities in the Common Core State Standards versions, with statements that formed different discourses about play and were uttered throughout the construction of the Common Core, with different intentions to make certain knowledge exist and circulate in Early Childhood Education.

Palavras-chave : Common Core State Standards; play; early childhood education..

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