Base Nacional Comum Curricular para a educação infantil: uma análise a partir das contribuições da história, da normatividade e da sociologia da infância
Arquivos
Data
2020-12-16
Autores
Moimás, Juliana Xavier [UNESP]
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ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação tem como objeto de estudo a Base Nacional Comum Curricular para a Educação Infantil (BNCCEI). O problema que emerge da assunção deste documento centra-se na ideia de que os sentidos da BNCCEI não são evidentes, mas necessitam de desvelamento e reflexões críticas a seu respeito, posto que a concretização de seus preceitos (ou não) depende de elementos que auxiliem nas leituras contextuais que se fizerem a partir de seu texto. Dessa forma, devido à importância que a BNCCEI assume no cenário brasileiro e ao potencial que possui, tanto agregador, quanto desagregador de opiniões, justifica-se a proposição desta dissertação. Com o intuito de responder a esse imperativo, este estudo tem como objetivo reunir elementos, por meio de pressupostos teórico-epistemológicos e legais, a fim de empreender uma análise do conteúdo da Base Nacional Comum Curricular para a Educação infantil, compreendendo as relações estabelecidas entre este e o documento de natureza curricular que o precede, no que tange à estrutura, orientação teórico-metodológica e ao que isso representa para a educação da infância brasileira. Para tanto, empreendeu-se pesquisa bibliográfica a fim de compreender o que se pode entender por “criança e infância”; posteriormente, utilizou-se pesquisa documental, expondo as formas como tais concepções são apresentadas nos documentos normativos para a educação infantil brasileira. Em um terceiro momento, levantaram-se pressupostos fundamentais à Sociologia da Infância (SI), os quais serviram como referencial para a análise do documento da BNCCEI. Por fim, em pesquisa documental, realizou-se a análise da BNCCEI, verificando se é possível encontrar aproximações aos pressupostos da SI. Finalizou-se esse percurso com a exposição das relações possíveis entre a BNCCEI e as Diretrizes Curriculares Nacionais para a Educação Infantil. Metodologicamente, optou-se pela utilização da Análise de Conteúdo, proposta por Bardin (1977). O percurso empreendido permitiu concluir que a BNCCEI é um documento pontuado por ambiguidades e contradições, as quais podem gerar leituras diversas. Ainda, foi possível realizar algumas aproximações aos pressupostos da SI. No que se refere à consideração da BNCCEI perante o corpo de documentos oficiais, notou-se que a BNCCEI dá sinais de continuidade à dinâmica de avanços e retrocessos que caracteriza a Educação Infantil brasileira.
This dissertation has as its object of study the Common Curricular National Base for Early Childhood Education (CCNBEC) problem that emerges from the assumption of this document is centered on the idea that the meanings of CCNBEC are not evident, but they need unveiling and critical reflections on them, since the achievement of its precepts (or not) depends on elements that help in contextual readings made after its text. This way, due to the importance that CCNBEC assumes in the brazilian scenario and the both aggregator and disaggregator potential of opinions it has, the proposal of this research is justified. In order to respond to this need, this study aims to gather elements, through theoretical-epistemological and legal assumptions, as a means to undertake an analysis of the content of the CCNBEC, understanding the relationships established between this and the document of a curricular nature that precedes it, in terms of structure, theoretical-methodological orientation and what it represents for the education of brazilian childhood. For this purpose, bibliographic research was undertaken in order to comprehend what can be understood by “child and childhood”; later, a documentary research showing the ways in which such concepts are presented in the normative documents for Brazilian early childhood education was used. In a third moment, fundamental assumptions to the Sociology of Childhood (SC) were raised, which served as a reference for the analysis of the CCNBEC document. Lastly, over a documentary research, the CCNBEC analysis was carried out, verifying if it is possible to find approximations to the SI assumptions. This route ended with the presentation of the possible relations between CCNBEC and the National Curriculum Guidelines for Early Childhood Education. Methodologically, we opted for the use of Content Analysis, proposed by Bardin (1977). The route taken allowed us to conclude that CCNBEC is a document punctuated by ambiguities and contradictions, which can generate different readings. Still, it was possible to make some approximations to the SC assumptions. With regard to the consideration of CCNBEC before the body of official documents, it was noted that CCNBEC shows signs of continuity in the dynamics of advances and setbacks that characterize Brazilian early childhood education.
This dissertation has as its object of study the Common Curricular National Base for Early Childhood Education (CCNBEC) problem that emerges from the assumption of this document is centered on the idea that the meanings of CCNBEC are not evident, but they need unveiling and critical reflections on them, since the achievement of its precepts (or not) depends on elements that help in contextual readings made after its text. This way, due to the importance that CCNBEC assumes in the brazilian scenario and the both aggregator and disaggregator potential of opinions it has, the proposal of this research is justified. In order to respond to this need, this study aims to gather elements, through theoretical-epistemological and legal assumptions, as a means to undertake an analysis of the content of the CCNBEC, understanding the relationships established between this and the document of a curricular nature that precedes it, in terms of structure, theoretical-methodological orientation and what it represents for the education of brazilian childhood. For this purpose, bibliographic research was undertaken in order to comprehend what can be understood by “child and childhood”; later, a documentary research showing the ways in which such concepts are presented in the normative documents for Brazilian early childhood education was used. In a third moment, fundamental assumptions to the Sociology of Childhood (SC) were raised, which served as a reference for the analysis of the CCNBEC document. Lastly, over a documentary research, the CCNBEC analysis was carried out, verifying if it is possible to find approximations to the SI assumptions. This route ended with the presentation of the possible relations between CCNBEC and the National Curriculum Guidelines for Early Childhood Education. Methodologically, we opted for the use of Content Analysis, proposed by Bardin (1977). The route taken allowed us to conclude that CCNBEC is a document punctuated by ambiguities and contradictions, which can generate different readings. Still, it was possible to make some approximations to the SC assumptions. With regard to the consideration of CCNBEC before the body of official documents, it was noted that CCNBEC shows signs of continuity in the dynamics of advances and setbacks that characterize Brazilian early childhood education.
Descrição
Palavras-chave
Educação infantil, Base Nacional Comum Curricular, Sociologia da infância, Early childhood education, Common National Curricular Base, Sociology of childhood