As políticas curriculares para a primeira infância: discutindo possíveis negociações em Secretarias da Educação da Baixada Fluminense a partir do advento da BNCC

Abstract

This study aims to analyze the possible negotiations/articulations in Municipal Departments of Education in the Baixada Fluminense from the advent of the National Common Curricular Base (BNCC), questioning how the curricular production of the different municipal networks takes place in this context. This research will have the Baixada Fluminense as the locus of investigation: four departments of Education of municipalities that are located in the north of the Metropolitan Region of Rio de Janeiro. Studying this region as a space/place of culture is, above all, emphasizing an analysis based on the production of cultural flows in the periphery that contribute to the understanding of the (re)significations arising from the production/articulation/negotiation of the curriculum in each municipality in Rio de Janeiro. The question is: possible negotiations? Curriculum production in marketable SEMEDs? How will curriculum production for childhood be thought/articulated from this political movement? Therefore, we highlight that the term “negotiation” is thought from Bhabha (2001). Thus, this thesis approaches the studies of this author, which makes it possible to think of the curriculum itself as a process of cultural enunciation. It starts from the understanding that curriculum production for childhood is a field of disputes/slips over the meanings of curriculum, childhood, knowledge and teaching, in the tension between local demands and propositions around a universalized common. Hence, it is argued that it is from the negotiations and clashes that the meanings and interests are hybridized in the curricular formulation, which allows us to break with the universal perspectives in the search for other curricular (re)significations. In the interlocution with the studies of Lopes and Macedo and Macedo and Frangella, it is possible to infer that all curricular production is a conflictual and contingent production, a discursive process in a political game that wants to be unfinished, therefore, in the (im)possibility of such policies projecting a unique sense of childhood. It is argued that curricular productions for childhood are conceived in alterity, as an experience with and in difference.