Base Nacional Comum Curricular: discutindo sentidos de leitura e escrita na Educação Infantil

Abstract

This paper aims to discuss the meanings of reading and writing that permeate the Base Nacional Comum Curricular para a Educação Infantil. From the legitimation of early childhood education as a stage of Basic Education in the 1996 LDB to the establishment of a curriculum document such as the BNCC, disputes are highlighted when one wonders what knowledge to work on at this stage. The study develops in dialogue with post-structural references of the Curriculum (LOPES; MACEDO; FRANGELLA) and defends an idea of curriculum as disputes of meaning and constant practice of meaning. The dialogue with this theoretical framework underlies the discourse of contradiction to a basic idea of a single curriculum, given the impossibility of controlling practices and fixing meanings. It is highlighted the articulation of this policy with the Pacto Nacional pela Alfabetização na Idade Certa and Law 12.796/2013 regarding the compulsory registration of 4-year-old children, understanding that the articulation of these policies produces discourses for literacy. The demand for literacy then ends up producing meanings of reading and writing for kindergarten that are ambivalently challenged. In dialogue with Bhabha (2013) and from a discursive perspective of literacy (GOULART, 2017; SMOLKA, 2012), it is understood that this process goes beyond the acquisition of a code and is understood as enjoyment and production of meanings. Thus, it focuses on the need to think about the centrality of the written language present in the text of the BNCC para a Educação Infantil, in order to refute an idea of easing the practices related to literacy, at the same time, without renouncing the contact with reading. and with the writing of children from 0 to 6 years.