Políticas para a educação infantil: uma análise do currículo de referência único do Acre pós base nacional comum curricular

Abstract

This work deals with the "Politics for Child Education: an analysis of the Single Reference Curriculum of Acre after the National Common Curricular Base and has as this problem: How is the Acre Single Reference Curriculum for Child Education of Excellence for All presented with the support of the National Common Curricular Base. And it has as general objective to analyze how the curriculum for Child Education is presented in CRUA/EI having as foundation the BNCC. This is a research of qualitative approach and as a procedure of data collection the documentary analysis. The research is characterized as exploratory, based on bibliographic studies, including the survey of theses and dissertations in the Database of the Coordination for the Improvement of Higher Education (CAPES), in addition to the search for scientific articles in this same locus. For the analysis of the documents, the main reference was the CRUA/EI, having as theoretical support the BNCC and as legal contribution the Federal Constitution of 1988 and the Law of Guidelines and Bases of Education LDB (9394/96), the National Education Plan (2014-2024), the Early Childhood Framework (2016) and the National Curriculum Guidelines for Early Childhood Education (2009; 2010). In the field of Early Childhood Education, the main references were: Kramer (2006); Oliveira (2005; 2020), Barbosa (2010), Cerisara (1999; 2002). On public policies we consulted Mainardes (2006, 2011). On Sacristán curriculum (2000). As for the methodological foundation, we are anchored in Gil (2002; 2008); Minayo (2008); Marconi; Lakatos (2002; 2003); Bardin (1977). For data analysis, Bardin's Content Analysis was used, in which the central and intermediate categories were elaborated a posteriori, which generated the sections of the dissertation. The results of this research demonstrate that CRUA/EI meets what is indicated in the BNCC. The CRUA expanded some themes in relation to BNCC. From the perspective of Sacristán (2000), we can say that it is a prescriptive curriculum. As for the participation of the community in its construction, spaces for discussions were not opened in the initial phases, we realized that participation was only possible through online consultation. Thus, the predominance of the participation of the SEME team was verified. The construction process took place in a lightened way. The document may even have been made collaboratively, but it left aside the democratic conception in the formulation of this curriculum.