Resumo

CARVALHO, Rodrigo Saballa de. Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes. Educação. Porto Alegre [online]. 2015, vol.38, n.3, pp.466-476. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2015.3.15782.

Based on the Cultural Studies in Education and the Studies of Michel Foucault, we aim at analyzing the discourses of the Brazilian Curriculum Guidelines for Early Childhood Education, in order to show how they establish knowledge that discipline, regulate and produce subjects. Methodologically, discourse analysis is developed, understanding that the guidelines prescribe actions that aim at teacher's governance. The analyses are performed through three units: emergence conditions of the guidelines; curriculum design; principles, goals and pivots of the major pedagogical proposals. Through the analysis, we conclude that the guidelines reactivate redemptive discourses, reinforcing the Salvationist mission historically attributed to child care institutions.

Palavras-chave : Curriculum Guidelines; Early Childhood Education; Curriculum; Discourse.

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