Educação Infantil: concepções de desenvolvimento humano em documentos curriculares das três maiores cidades catarinenses

• Ano de defesa: 2018
• Autor(a) principal: CICARELLO JUNIOR, Ivan Carlos
• Orientador(a): Campos, Rosânia
• Banca de defesa: CAMPOS, Rosânia , CORDEIRO, Aliciene Fusca Machado , FACCI, Marilda Gonçalves Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/80033/0013000001jpw
• Idioma: por
• Instituição de defesa: Universidade da Região de Joinville (Univille)
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação
• País: Brasil
• Palavras-chave em Português: Políticas públicas para Educação Infantil; Documentos curriculares; Educação Infantil; Desenvolvimento humano
• Palavras-chave em Inglês: Public policies for the Early Childhood Education; Curricular documents; Early Childhood Education; Human development
• Área do conhecimento CNPq: Educação
• Link de acesso: https://deposita.ibict.br/handle/deposita/32

The research entitled "Early Childhood Education: human development concepts in curriculum documents from the three largest cities of Santa Catarina" is located within the Public Policy and Educational Practices research line of the Master degree in Education at the Universidade da Região de Joinville – UNIVILLE and to the Grupo de Pesquisa em Políticas Públicas e Práticas Educativas para a Educação e Infância (GPEI) from UNIVILLE. This research aimed to understand the concepts of human development, of child and of infant education curriculum documents present in the Early childhood education of the three largest cities in Santa Catarina state, to highlight the societal project to which they are aligned. To do this, the study was developed in two big moments: a) a review of the literature and of documents which shows about the regulatory official documents of national education since the end of the XIX century; b) analysis of human development, child and education concepts presented on the curriculum documents provided by the municipal departments of education of the cities researched. We emphasize that we understand a formation of subjects as a result of an educational process, mediated by social relations and the appropriation of social experience. Thus, the research was epistemologically based on Historical-Dialectical Materialism and the theoretical assumptions of Historical-Cultural Psychology, using Norman Fairclough's Three-Dimensional Discourse (2001) Perspective to analyze the data. This approach was chosen because it is aligned with the epistemological basis that we used and for it to consider the socio-political-economic and ideological conditions presented in the discourses. The analyzes were made based on a complete reading of the documents and the notations of excerpts, with the following criteria: (A) that explicitly reflected the assumed conceptions about human development, child and education; or (B) are excerpts or images that show the pedagogical guidelines, through which the above concepts can be apprehended. This work enabled us to reflect, among other things, that each societal project is constituted by a certain way of thinking about the man and the world, and for each way of thinking there is an education concept, in the sense of form the individuals who will carry out the societal project. It also enabled us to identify that, among the documents of the three cities that were researched, two of them presented concepts that are moving towards a more democratic and equitable social project, based on the perspective of the child as a historical and rights being, and of the early children education as the first stage of the basic education, whose function is based on respect for the fundamental rights of the children and the guarantee of an integral formation oriented to the different human dimensions.