As políticas curriculares para a Educação Infantil nas escolas campesinas do município de São Luís de Montes Belos – Goiás

• Ano de defesa: 2025
• Autor(a) principal: Nicolau, Luiz Fernando Pires
• Orientador(a): Freitas, Carla Conti de
• Banca de defesa: Freitas, Carla Conti de , Viana, Cláudio Pires , Lima, Daniela da Costa Britto Pereira , Kochhann, Andréa , Vicente, Keides Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: UEG ::Programa de Pós-Graduação Stricto sensu em Educação
• Departamento: UEG ::Coordenação de Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Políticas Curriculares; Território Camponês; Infâncias Campesinas; Interações e Brincadeiras
• Palavras-chave em Inglês: Curricular Policies; Peasant Territory; Peasant Childhoods; Interactions and Recreations
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1679

The present study is linked to the line of research work, state and educational policies of the Graduate Program in Education at the State University of Goiás (UEG), having the goal of analyzing the curricular policies aimed at Early Childhood Education (ECE), in rural schools in the municipality of São Luís de Montes Belos – Goiás. As the main objective, we seek to analyze in what sense these curricular policies, establish a link between the experience and the knowledge of the children of peasants, acknowledging their own ways of life in the field. Specifically, we carried out an analysis of the municipal curricular guidelines, aimed at Rural Early Childhood Education (ECE), also observing the pedagogical/curricular proposals of rural school units that offer Early Childhood Education (ECE). An examination was also carried out regarding the speeches of the manager and teachers of Early Childhood Education (ECE) in rural schools, with a view to understanding the relationship between early childhood education curricular policies and the rural territory, and the space intended for rural children, interactions and recreations by these policies. Adopting a qualitative approach, the research established as methodological procedures the carrying out of a bibliographical review around the concepts of Childhood, Children, Early Childhood Education (ECE) and Rural Education, a documentary analysis focusing on the curricular guidelines aimed at rural Early Childhood Education in the municipality, was also conducted , also counting on a field research, through semi-structured interviews, with the manager and Early Childhood Education (ECE) teachers who work in rural schools in the municipality of São Luís de Montes Belos. Using the content analysis technique, data analysis was conducted, taking into account three main categories of analysis: peasant territory, peasant childhoods, interactions and recreations. The results of the research reveal that the municipality of São Luís de Montes Belos does not yet have specific curricular policies for Rural Education, in any of the stages of basic education: Early Childhood Education (ECE) or Elementary School. The current curricular policies for Early Childhood Education (ECE) are designed based on an urban reality, disregarding the rural territory. Likewise, rural children do not find space in the current curricular policies for Early Childhood Education (ECE) in the municipality of São Luís de Montes Belos, and these children are offered school care through multi-grade classrooms, where the space for interactions and games is reduced. Thus, the research reveals the need to think about Curricular Policies for Rural Early Childhood Education in the municipality of São Luís de Montes Belos, based on a service that values knowledge, experiences, and childhoods of the countryside, promoting Early Childhood Education (ECE) contextualized with the rural reality.