Resumo

DONATO, Sueli Pereira  e  NAGEL, Jaqueline Salanek De Oliveira. Early Childhood Education and the Educating City: by representations of documentary discourse and narratives. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1205-1229.  Epub 01-Out-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds12.

This article focuses on early childhood education in the interface with the educating city. Therefore, it was sought, in this study, to analyze the discourse from the Educating Cities Letter, produced by the International Association of Educating Cities (AICE) and its relationship with the one from the Common National Curricular Base (CNCB) for Early Childhood Education, and the Lines of Knowledge Program of the Municipal Education Secretariat of Curitiba-PR. The study finds support in the Theory of Representations (MOSCOVICI, 2015; JODELET, 2001), in conjunction with the studies of Jodelet (2007), Souza (2011), Teibel and Andrade (2017) on textual analysis. The investigation relates the discoursive analysis of the document “Educating Cities Letter” (AICE of Educating Cities) (AICE), CNCB and the Lines of Knowledge Program. The document was processed by the Iramuteq software (RATINAUD, 2009), which allowed the analysis of Descending Hierarchical Classification (CHD), favoring the identification of different classes in the text document with the discourse of the Common National Curricular Base of Early Childhood Education and the Program Knowledge Lines. The result revealed that the propositions present in the documents are anchored in principles highlighted in the discourse of the Educating Cities Letter. It also evidenced the great challenge to sensitize all the inhabitants of the city so that their eyes are turned to the educational process that exists and happens in the city.

Palavras-chave : Educating Cities Letter; Early Childhood education; Narratives; Social Representations.

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