Currículo, educação infantil e a abordagem do ciclo de políticas

• Ano de defesa: 2024
• Autor(a) principal: Rodrigues, Carla Ireni Borges
• Orientador(a): Mello, Elena Maria Billig
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado em Educação em Ciências: Química da Vida e Saúde
• Departamento: Campus Uruguaiana
• País: Brasil
• Palavras-chave em Português: Currículo; Early Childhood Education; Policy Cycle Approach; Abordagem do Ciclo de Políticas; Curriculum; Educação Infantil
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10586

This research aimed to investigate the curriculum in Early Childhood Education and the pedagogical practice of teachers in Early Childhood Education schools in Itaqui/RS, based on the policy cycle approach of Stephen Ball and Richard Bowe. The methodology used is qualitative in nature, with exploratory and descriptive biases, and is guided by an (auto)biographical approach. The study was conducted in Early Childhood Education schools in Itaqui/RS, and the research subjects were ten teachers working in Early Childhood Education. Semi-structured questionnaires and (auto)biographical interviews conducted online via the Google Meet platform were used for data collection. The data were analyzed using Discursive Textual Analysis (DTA), presented in open categories. The constructed categories were: Curriculum in Early Childhood Education: conceptions and challenges; Teacher's Pedagogical Practice in Early Childhood Education; and Autonomy and Teacher Training. The research demonstrated that the curriculum is an instrument that needs to be constantly reworked and that it is associated with the pedagogical practice of teachers, autonomy, and teacher training. The policy cycle approach proved relevant for understanding and analyzing the curriculum and pedagogical practice in Early Childhood Education. The results point to the need for teachers to build their autonomy to make conscious choices and be able to develop, implement, and evaluate the curriculum and pedagogical practice in Early Childhood Education.