BNCC, Curriculum of Childhood Education and Inclusion in Mossoró-RN
In times of BNCC, it is convenient to promote discussion of the guidelines that permeate the Early Childhood Education curriculum, highlighting inclusion actions. In this article, the objective is to understand how the Early Childhood Education curriculum, considering the requirements of the BNCC, c...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Revista Política e gestão educacional |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/17124 |
| Acesso em linha: | https://periodicos.fclar.unesp.br/rpge/article/view/17124 |
| Access Level: | acceso abierto |
| Palavra-chave: | Childhood BNCC Teaching Resume Inclusion Infancia Enseñando Reanudar Inclusión Infância Ensino Currículo Inclusão |
| Resumo: | In times of BNCC, it is convenient to promote discussion of the guidelines that permeate the Early Childhood Education curriculum, highlighting inclusion actions. In this article, the objective is to understand how the Early Childhood Education curriculum, considering the requirements of the BNCC, contemplates inclusion actions, in Mossoró-RN. In this search, we carried out an exploratory study, in bibliographic and documentary sources, highlighting the inclusion in the curriculum of Early Childhood Education in Mossoró-RN. Information was punctuated in documents that deal with the curriculum in the national and local context, and in dissertations that are part of the continuous flow project “The Potiguar Childhoods and their differences: teaching, training and curricular practices”, in addition to journal articles and book chapters. of the area in focus. In this way, we sought to understand the audacity and imposition in the documents, but specifically in the BNCC, which does not precisely guide inclusion in childhood. Therefore, given the importance of this focus, we guide the inferences of educators and collective bargaining in local contexts, aiming to mitigate losses in curricular times and spaces, through resistance, formative debates and negotiations, teachers re-elaborate ideas and strengthen the childhood curriculum. Thus, they positively impact curriculum design and educational policies in the local context. |
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