Resumo

NUNES, Maria Fernanda Rezende; SCRAMINGON, Gabriela Barreto da Silva  e  SOUZA, Marina Castro e. MUNICIPAL CURRICULAR POLICIES FOR EARLY CHILDHOOD EDUCATION: an analysis of pedagogical materials. Revista Teias [online]. 2023, vol.24, n.73, pp.290-308.  Epub 24-Ago-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.70275.

This article composes the results of an inter-institutional research that has as sample ten Municipal Departments of Education in the state of Rio de Janeiro (SME) and aims to analyze pedagogical materials, understanding that these proposals reveal curriculum conceptions in early chidhood education. The tradition of school contexts of care for young children has understood and lived the curriculum as a prescription, as a set of knowledge that must be transmitted to children aiming at a supposed progress, without considering the subjects involved in the educational process, with their stories and desires. The study followins theses questions: What children are expected to learn? How to work with young children considering their heterogeneous social contexts and their diverse knowledge? What notions of child and childhood mark the curriculum? What makes up the Early Childhood Education curriculum? The result of the analysis of the pedagogical materials intended for Early Childhood Education, produced from March to September 2020, made available on websites of the municipalities researched, due to the context of the pandemic, made it possible to reflect on three themes: school within from home: an opportunity to reflect on the curriculum; institutionalization and early childhood education; autonomy and authorship in the construction of teaching materials. Although the production of the collection, consisting of a bank of 811 images, took place during the pandemic, the work shares the hypothesis that these findings differ little from the early childhood education tradition already problematized in other studies.

Palavras-chave : curriculum; early childhood; pedagogical materials.

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