A coleção de currículo da Educação Infantil de Contagem/MG e os efeitos na prática docente

Abstract

This research aimed to identify the effects of Early Childhood Education Curriculum Collection of Contagem: experience, knowledge and expertise on the practice of teachers of an institution of municipal public kindergarten, from the analysis of the experiences that they enable children and also of signs and evidence in teaching practice which refer to the concept of curriculum proposed by the document1. For this, mapped to the meanings that teachers attach to the concept of curriculum proposed by the municipality of Contagem and held up study and analysis of conceptions of children, Early Childhood Education2, curriculum, teaching practice and experiences that guide the actions of teachers. The survey data were produced from observations in the institution, and interviews with two teachers. It was found that the process of drafting the collection was extremely positive, empowering teachers to develop teaching practice more organized and meaningful. However, it is clear ownership of the peripheral concepts of experience and curriculum and the need to think about political strategies for the effective implementation of the Collection. The discussion about the proposed curriculum Collection has the potential to guide practice, investments are needed in the continuing education of teachers to enable the construction of mappings (DELEUZE; GUATARI, 1995) that generate acts curriculum (MACEDO, 2008) rich, susceptible of changes and plural in everyday institutions kindergarten. In this work, we used the design of curriculum as cultural production (SANTOS; PARAÍSO, 1996) , considering the element of pedagogical institution (FARIA; SALLES , 2012) . Was also taken into account the need to discuss about the curriculum due to the new regulations of the area (BARBOSA, 2010), besides the fact that this field study is to reflect on the relationship between knowledge, identities and subjectivities and about the boundaries and power relations that constitute it (SILVA , 2005).