Os direitos das crianças na base nacional comum curricular da educação infantil: a perspectiva de docentes de uma escola do campo.

Abstract

The main objective of this dissertation is to analyze whether and how teachers at a Rural Pre- School in the city of Campina Grande/PB understand children's rights, with an emphasis on

the rights of learning and development, established by the "Base Nacional Comum Curricular" for Early Childhood Education ( BRAZIL, 2018). The specific objectives were defined: to deepen the study of the document of the "Base Nacional Comum Curricular" for Early Childhood Education, considering the history of its construction and the legal and knowledge frameworks that support its formulation, emphasizing children's rights to learning and development; verify whether there are curricular proposals constructed and/or used by the Municipal Department of Education of Campina Grande/PB, which were based on the "Base Nacional Comum Curricular" for Early Childhood Education and which guide the pedagogical practices of teachers with pre-school children. country school; and, find out if and how teachers at a rural preschool in the city of Campina Grande/PB understand the rights of children, with an emphasis on the rights of learning and development, established by the "Base Nacional Comum Curricular" for Early Childhood Education (BRASIL, 2018). The theoretical basis of the dissertation work was in dialogue with the references of the Sociology of Childhood and Rural Early Childhood Education. The research was qualitative, documentary and empirical in nature. In the documentary research, the concepts present in the BNCC-EI regarding Early Childhood Education, children, learning and development rights were analyzed and whether this document highlighted issues relating to diversity in relation to children in Early Childhood Education. In the empirical research, semi-structured and individual interviews were carried out with three teachers, a supervisor and a manager. Data analysis was carried out based on the theoretical- methodological assumptions of the Content Analysis technique, under the bias of Thematic Analysis. The data produced in the documentary research revealed that the BNCC-EI, in the introductory part and in the section dedicated to Early Childhood Education, have different conceptions in relation to the specificities of the stage, with the Early Childhood Education part being more in line with the consensus in the area and with the National Curriculum Guidelines for Early Childhood Education (DCNEI).In the empirical research, knowledge of the BNCC- EI was perceived by the interviewed subjects, without, however, a more complete appropriation of concepts, principles and, above all, development and learning rights, which constituted the main interest of this investigation. The BNCC-EI is a document that needs to continue to be investigated with regard to its implementation in education networks, since its mandatory nature requires understanding of how it, in several of its aspects, has been materialized in pedagogical practices carried out with children in Early Childhood Education.