Tensões no currículo entre brincar e escolarizar: a investigação em uma escola de educação infantil no município do Rio de Janeiro

Abstract

This study has the objectiveto reflect on the play and its consequences in the context of a School of Early Childhood education of the municipal of Rio de Janeiro. It analyses the conflicts / disputes around conceptions of Early Childhood Education and contrast the place of playing in them. I bring the contributions of Vygotsky to think the pedagogical function of playing in the cognitive development of the child from a historical-cultural approach. I refer to the analytical model of the continuous cycle of policies proposed by Stephen Ball and his colleagues to affirm that in the different contexts of curricular production, the ways of thinking in Early Childhood Education are stressed by a pattern of schooling that tends to secondarily in the process of child development. I make a brief presentation of official documents that regulate the operation of Early Childhood Education (national documents and documents produced within the Municipal Education Secretariat of Rio de Janeiro). In the second part of the text, I present part of my experiences as a teacher and pedagogical coordinator working in Early Childhood Education at a school unit in the northern district of Rio de Janeiro, to highlight, from the point of view of Ball and colleagues, the ambivalences produced by the articulation of Infantile Education senses informed by sociocultural conceptions of human development with senses that obey a logic that seeks the standardization of this behavior. Finally, it is a question of explaining the tension between playing and instructing (understood as anticipation of schooling processes) in policies and practices associated with child care.