Proposta pedagógica curricular da educação infantil em municípios tocantinenses: Uma análise sobre as concepções de infância e criança

Abstract

The curricular area of Preschool Education has been gaining popularity in the academic discussions and legislations during the last years, starting with its recognition as a phase of basic education through Lei de Diretrizes e Bases da Educação Nacional. With this recognition, guiding documents were elaborated for the construction of curricula, as the Referencial Curricular Nacional for Preschool Education and, recently, Base Nacional Comum Curricular, besides normative documents, like the Diretrizes Curriculares Nacionais for Preschool Education. In the academic field, the curriculum of this phase is a field of dispute between the conceptions of those who defend that there shouldn’t be a concern with the schooling process and those who defend that, because it is a phase of education, that work should have as its premise the transmission of scientific knowledge. In the perspective of understanding this reality, in the context of municipal education, in which these documents materialize or not, we highlighted, as a general objective, to identify if the cities that compose the education Regional of Guaraí-TO have a defined curricular pedagogic approach for preschool education and what are its conceptions of childhood, child and curriculum. For the analysis of this study object, we recurred to the contributions of Historical-Critical Pedagogy in what concerns the concepts of curriculum and preschool education and from Historical-Cultural Psychology with a highlight to the role of the development of the child’s education during childhood. For that, the approach of this research was of a qualitative character and a revision of the literature and documental analysis of the Political-Pedagogical Projects of the institutions of the cities researched through content analysis was performed. We also performed empirical research with the study of multiple cases that involved eight cities of the Regional whose procedures for data collection were questionnaires and semi structured interviews. The results made it evident that the researched cities had not built their curricular pedagogic approaches, because they were based on the Documento Curricular do Território do Tocantins, in a way that its concepts of childhood, child and its curricular conceptions are the same of the state directives. That is a conception based on the Pedagogy of Competences and in the Childhood Pedagogy, which defend a spontaneous work based on the immediate experiences of the child, and that oppose the historical-critical conception, the foundation of this study, which reveals that the child needs, since very early, to be appropriated of the elaborated culture in order to develop and learn the systematized knowledge that has been historically constructed by the ensemble of men.