Educação Infantil-Ensino Fundamental: possibilidades de produções curriculares no entre-lugar

Abstract

This paper aims to investigate the meaning production processes in the construction of curricular politics in between the Pre-school and Elementary Education, analyzing the articulation/ mediations/ negotiations firmed in the arena in which are produced the senses that hegemony themselves in the construction of the curriculum, observing and understanding the Pedagogical Coordination as a forum for coordination / mediation / negotiation. Therefore, I chose to observe in the vast context of the Colégio de Aplicação do Instituto Superior do Rio de Janeiro (CAp-ISERJ) the teachers meetings from pre-school to Elementary school realized as curriculum producing space, anchoring on the methodological perspective of the policy cycle developed by Stephen J. Ball, that considers the influences contexts, text productions context and practice context, instances thar aren´t segmented, compartmentalized, overcoming the idea that curriculum policies are produced by governments and school implements these policies. Also seen as interval space, in-between place, we see in it the possibility of new reinscriptions, based on Bahbha studies. . This understanding also inserts Pedagogical Coordination in the context that breaks with the perspective usually associated with it, administrative level from where emanates or is government policy, but as a sphere marked by joint action by mediation and negotiation in the construction process texts in school. Fisrt of all, I introduced the research questions bringing the ways in which the research was delineated and objectives. In the first chapter I try to situate the research, the everyday school situations caused by State Law nº. 5.488/09 in CAp-ISERJ space. Tried to understand, by the law texts and curricular guidelines about the the extent of the Elementary School for nine years, as how was the process of building legislation besides the eyes from the place of the child six years old, nationwide and six / five at the state level. In the second chapter, I present the methodological indicative, I propose a dialog from the methodological approach of the policy cycle in Ball. The Bhabha and Bakhtin readings are configured in the understanding of discursive processes within the meetings of teachers as space searched. The deconstructive attitude run through the building of the third chapter, the analysis was developed from the integration biases, as a discourse in school and the five years old child and how these senses are being played at school; this reading has enabled the splitting of the issues related to childhood; schooling and recreation in the negotiation productions of the curriculum policy process in the context of practice. By the impossibility of totality, the questions inherent in the construction of the research and the wires that were pulled as openings reflections do not complete or do not lay the points raised. Failing all of the issues in the construction of the research and the wires that