<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782021000400108</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n59.13657</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRODUÇÕES CURRICULARES E EDUCAÇÃO INFANTIL - APOSTAS OU GARANTIAS?]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM PRODUCTIONS AND EARLY CHILDHOOD EDUCATION - BETS OR GUARANTEES?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frangella]]></surname>
<given-names><![CDATA[Rita de Cássia Prazeres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camões]]></surname>
<given-names><![CDATA[Maria Clara de Lima Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Drummond]]></surname>
<given-names><![CDATA[Rosalva de Cássia Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Referência em Educação Infantil  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Superior de Educação do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782021000400108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782021000400108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782021000400108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tematiza a relação entre currículo e Educação Infantil, a partir da retomada de políticas curriculares desenvolvidas nas últimas décadas, problematizando a Base Nacional Comum Curricular (BNCC) para Educação Infantil, promulgada em 2017 e que, tal como versa o documento, insere a Educação Infantil no contexto da Educação Básica e sendo assim, como se propõe para as outras etapas, ainda que atentando para as suas especificidades, também traz a indicação de aprendizagens consideradas essenciais, numa lógica que reduz educação ao ensino. Tomamos como mote de problematização a questão do direito à aprendizagem e desenvolvimento, questão que é apresentada como justificativa mesmo da BNCC, inquirindo sobre as articulações discursivas que vão alinhando direito à aprendizagem à igualdade e que, como discutimos, desliza para um entendimento do comum como único, num caráter homogeneizante que impele ao silenciamento da diferença. Desenvolvemos a argumentação a partir de aportes pós-estruturais que se assentam na compreensão da política como produção discursiva, luta pela significação em jogos de linguagem sempre instáveis e inconclusos, em que os fechamentos são provisórios pois o trabalho da significação é fluxo ininterrupto. Discutimos a concepção de currículo que norteia as pesquisas que temos desenvolvido, tomando-o como uma enunciação cultural, que se constitui em meio a negociações com e na diferença. Assim, pomos em debate os sentidos postos quanto ao direito à aprendizagem e a definição prévia das experiências, advogando em favor de outros sentidos, na defesa da experiência como acontecimento alteritário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The paper analyzes the relationship between curriculum and early childhood education, based on the resumption of curricular policies developed in the last decades, problematizing the National Curricular Common Base (BNCC) for Early Childhood Education, enacted in 2017 and which, as the document covers, Early Childhood Education in the context of Basic Education and thus, as it is proposed for the other stages, although attending to their specifics, also brings the indication of learning considered essential, in a logic that reduces education to teaching. The issue of the right to learning and development is taken as a motto of problematization, an issue that is presented as justification even for the BNCC, inquiring about the discursive articulations that are aligning the right to learning with equality that as we have discussed, slips into an understanding of the common as unique, in a homogenizing character that impels the silencing of difference. We develop the argument from post-structural contributions that are based on the understanding of politics as discursive production, struggle for meaning in ever unstable and inconclusive language games, in which closures are provisional because the work of signification is uninterrupted flow. We discuss the conception of curriculum that drives the research we have developed, taking it as a cultural enunciation, which is in the midst of negotiations with and in difference. Thus, we put in debate the meanings placed on the right to learning and the prior definition of experiences, advocating in favor of other senses, in the defense of experience as an alteritary event.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[direito à]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[discurso]]></kwd>
<kwd lng="pt"><![CDATA[educação infantile]]></kwd>
<kwd lng="pt"><![CDATA[políticas curriculares]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[right to learn]]></kwd>
<kwd lng="en"><![CDATA[discourse]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[curricular policies.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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