Políticas de currículo: relação família e escola nos textos políticos para Educação Infantil

Abstract

The role of Childhood Education has been redefined, as well as the professionals who work in it, producing new discourses, curriculum, methodologies and specificities to this segment. We focus, in this research, on the family and school relationship in curriculum policies for Childhood Education. We start with a bibliographical research to know the academic production about the family and school relationship in curriculum policies for Early Childhood Education. For documentary analysis, we selected political texts: "National Curriculum Framework for Early Childhood Education" (BRASIL, 1998), "National Policy on Early Childhood Education: for the right of children from zero to six years old to Education" (BRAZIL, 2006) and Guidelines (BRAZIL, 2013) to interpret the meanings of the relationship between family and school and the establishing links between family and school with the identity formation of children from zero to six years old. The theoretical-methodological of Stephen Ball's about the continuous policy cycle approach (1994, 2004, 2009, 2011) in dialogue with Brazilian authors in the field of curriculum policies (DIAS, 2009, 2013, FRANGELLA, 2010, LOPES, 2004, 2011; MACEDO, 2006, 2014) guided our analysis. Based on the policy cycle, we focus on the contexts of influence and production of the political text. We highlight the production context of the political text to identify, amid power relations, what is sought to represent what is politics for the schools in relation to the role of the family in personal / social formation and for the identity construction of students during Early Childhood Education. We understand that the policy making process consists of an arena of clashes in which some ideas become dominant as a result of existing power struggles, silencing some voices and encouraging others. Based on the documentary analysis, we sought to highlight the discourses present in the selected political texts to understand the meanings produced from the family-school relationship. We conclude that the academic production that addresses the relationship between family and school in the Curriculum Policy of Early Childhood Education is still scarce