PNLD 2022: O livro didático na educação infantil - Entre o fetiche e os sentidos de currículo e infância

• Ano de defesa: 2025
• Autor(a) principal: Queiroz, Isabele Lacerda
• Orientador(a): Frangella , Rita de Cássia Prazeres
• Banca de defesa: Pereira, Talita Vidal, Leite, Carlinda, Caldeira, Maria Carolina da Silva, Nascimento, Anelise Monteiro do
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Currículo; Educação infantil; Políticas curriculares; Livro didático; PNLD
• Palavras-chave em Inglês: Curriculum; Early childhood education; Curriculum policies; Textbook; PNLD
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/24603

This study, developed in the field of curriculum, discusses the meanings of curriculum and childhood attributed to Early Childhood Education within the scope of the National Textbook and Teaching Material Program (PNLD) 2022, which, for the first time, included textbooks aimed at children in the first stage of basic education. From a post-structuralist and post-colonial discursive perspective, it problematizes the discourses of Call Notice No. 02/2020, especially regarding the didactic and pedagogical materials aimed at children and teachers. I am guided by the understanding of curriculum as a discursive practice (Lopes & Macedo, 2011) and as cultural enunciation (Frangella, 2006), in which meanings are produced through struggles over signification. The introduction of the textbook at this stage tends to establish a curriculum centered on literacy content and measurable outcomes, with the aim of preparing for Elementary Education, thereby emptying experiences, play, and the multiple languages of childhood. The analysis includes a survey of municipal adhesions to PNLD 2022, revealing the national reach of the policy and the magnitude of the ongoing curricular reconfiguration. The textbook is thus read as a fetishized object, operating between the desire for recognition and the subordination of Early Childhood Education to Elementary Education. For the development of this thesis, I draw on the studies of Homi Bhabha (2013, 2016), who contributes with the concepts of mimicry, fetishism, translation, and hybridity, enabling an understanding of strategies of colonization within curricular discourses. I argue that the articulation among PNLD (2022), PNA (2019), and BNCC (2017) operates as an instrument of regulation and curricular homogenization, subordinating Early Childhood Education to a preparatory and instructional logic focused on literacy. Finally, I advocate for a curriculum that destabilizes colonial discourses, constituting itself as a field of disputes and cultural enunciations, sensitive to experience, negotiation, and the potentialities of childhoods.