Resumo

BOLGENHAGEN, Silvani Kempf  e  COSME, Ariana. Public Education Policies for Pre-School Education and 2016 curricular reformulations in Portugal: the case of Mathematics. Sér.-Estud. [online]. 2019, vol.24, n.50, pp.41-61.  Epub 07-Maio-2019. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v24i50.1198.

We analyze the influence of the economic policies focused on Globalization and Neoliberalism on the daily Pre-School Education; curricular studies, their implementation and development repercussions in the pedagogical work, from the beginning of the institutionalization of PreSchool Education to the new curricular reformulations (2016). In the search for validation of the theme, a study was carried out in the Academic Scientific Repository of Portugal in the period 2006-2016. From this inventory it was possible to perceive that the great majority of the researches are referring to the Curricular Orientations for Pre-School Education and the pedagogical practices centered in the preoccupation of the fulfillment of the curriculum. In order to do so, we focus on studies of the curriculum on the education of children and the teach pedagogical practices, especially on mathematics.

Palavras-chave : education; preschool; curricular reform; Mathematics.

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