POLICIES FOR EARLY CHILDHOOD EDUCATION: ACRE'S UNIQUE REFERENCE CURRICULUM
This article addresses a study on the Unique Reference Curriculum of Acre for Excellence for All, explicitly focusing on Early Childhood Education (CRUA/EI), grounded on the Brazilian Common National Curricular Base (BNCC). As an investigation procedure, documentary analysis was carried out, which w...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Piauí (UFPI) |
| Repositorio: | Linguagens, Educação e Sociedade (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufpi.br:article/4873 |
| Acceso en línea: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4873 |
| Access Level: | acceso abierto |
| Palabra clave: | Currículo Educação Infantil CRUA Educación infantil Curriculum Early Childhood Education |
| Sumario: | This article addresses a study on the Unique Reference Curriculum of Acre for Excellence for All, explicitly focusing on Early Childhood Education (CRUA/EI), grounded on the Brazilian Common National Curricular Base (BNCC). As an investigation procedure, documentary analysis was carried out, which were analyzed by BNCC, CRUA, these documents were analyzed, along with the Law of Guidelines and Bases of Education (9394/96) and the National Curricular Guidelines for Early Childhood Education (2009). Methodologically, the research is characterized by a qualitative, exploratory approach, which included a review of theses, dissertations, and articles available in the Coordination for the Improvement of Higher Education Personnel (CAPES) database. Bardin’s Content (1977), analysis was used for data analysis, through which central and intermediate categories were subsequently developed. The results demonstrate that CRUA/EI meets the standards indicated in the BNCC. From Sacristán’s (2000) perspective, this Curriculum is characterized as a prescriptive curriculum. Regarding community participation in its construction, no discussion spaces were opened in the initial phases, and it was observed that when participation was opened, it was only possible through online consultation. The predominant participation of the team from the Municipal Education Secretariat of Rio Branco (SEME) was confirmed, albeit in a limited manner. Thus, we observed that the construction process of the CRUA-EI occurred hastily. The document overlooked the democratic conception in its formulation. |
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