Banca de DEFESA: BÁRBARA LUIZA LUDVIG RODRIGUES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : BÁRBARA LUIZA LUDVIG RODRIGUES
DATE: 28/11/2022
TIME: 08:00
LOCAL: IFC - Campu Camboriú - Bloco F - Sala 106
TITLE:

CURRICULAR DOCUMENTS FOR CHILDHOOD EDUCATION OF THE MUNICIPAL EDUCATION NETWORK OF FLORIANÓPOLIS - (1996-2020): materialities, curriculum and representations

KEY WORDS:

Curricular documents. Child education. Materialities.

PAGES: 173
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The study is part of the field of cultural history and the history of education. The main objective of the research is to analyze how material culture enables the understanding of curriculum representations for Early Childhood Education based on curriculum documents of the Municipal Education Network of Florianópolis from the years 1996 to 2020. It takes as central concepts: materialities, representations and resume. Its theoretical contribution is Roger Chartier (1990; 1991) when dealing with representations. When referring to materialities, it dialogues with the theoretical framework arising from studies on Material School Culture (PERES, SOUZA, 2011; SOUZA, 2007; SOUZA, SILVA, 2019; VIDAL, SILVA, 2011), which is allocated in the field studies of School Culture (JULIA, 2001; VINAO FRAGO, 2000, 2008; BENITO, 2000, 2010), which begin to legitimize the objects and artifacts in circulation in school spaces and the intertwined relationships based on them as privileged sources of investigation. The possibility of investigating these new sources of research is one of the contributions of the French revolution of historiography to the studies of History: the New Cultural History (PESAVENTO, 2003). For discussions about curriculum, there are notes that bring the specificities of Early Childhood Education as central (BARBOSA, 2010; OLIVEIRA, 2010 ), envisioning a curriculum without being guided by subjects, such as Elementary School, but a curriculum that privileges experiences and experiences of young children, and that considers the multiple human dimensions, namely: linguistic, intellectual, expressive, emotional, bodily, social and cultural, in collective spaces of formal education. The locus of the research is the Municipal Education Network of Florianópolis, located in the state of Santa Catarina, Brazil. Its research object/sources are twelve curricular documents published between 1996 and 2020 (FLORIANÓPOLIS, 1996; 2000a; 2000b; 2000c; 2004; 2010; 2012; 2015a; 2015b; 2016a; 2016b; 2020) by the aforementioned Education Network . The study talks about the dimensions of the curriculum: games, social interactions and languages, but it focuses the discussions and analyzes in particular on games and social interactions. Thus, the research analysis, supported by the investigation of texts and contexts present in these curricular documents and their iconographies, is that it is possible to understand curriculum representations for Early Childhood Education of the Municipal Education Network of Florianópolis through the materialities that were presented in the during the delimited temporal arc, analyzing and demarcating the ruptures and permanences of curriculum representations for Early Childhood Education, based on the concepts of ruptures and permanence of a School Form (VINCENT, LAHIRE, THIN, 2001). In addition, they even point to the existence of struggles of representations regarding curricular demarcations. The study has outlined the perspective of taking the expression material culture or material culture from/to Early Childhood Education. Thus, the use of the expression has been directed to the material culture of or for the Early Childhood Education units in Florianópolis, given the specificities of this stage of Basic Education, and in coherence with the research object.

COMMITTEE MEMBERS:
Presidente - 1843283 - SOLANGE APARECIDA DE OLIVEIRA HOELLER
Interno - 2764188 - ALEXANDRE VANZUITA
Externa à Instituição - GIZELE DE SOUZA - UFPR