THE CURRICULOS THOUGHT FOR CHILDHOOD EDUCATION IN BRAZIL AND PORTUGAL: some notes
Journal Title: Revista Espaço do Currículo - Year 2019, Vol 12, Issue 1
Abstract
This article aims to stimulatereflection on one of the staves of discussion of the Social Studies of Childhood, which refers to the need to overcome the social invisibility of children in different contexts, ensuring them the right to participation. The main objective of the research to which this article refers was to apprehend the perceptions of children in respect of curricula designed for the training of them, including the senses and meanings that they attributed to what was taught to them. The fields of research was a kindergarten located in Porto, Portugal, and a Hall of Early Childhood Education in the city of Belo Horizonte, Minas Gerais, Brazil. Taking into account the conception of children and childhood as diverse and, therefore, plural, some issues have been central in thiswork, such as: what is the place occupied by children in the curricula designed for the training of them? How is that, with the participation of children in the curricula, we can understand them better? To attempt to answer these and many other issues that emerged during the process of the ongoing research, it was necessary to construct an interdisciplinary theoretical-methodological trail, which allowed an approximation of methods, procedures and strategies for research, allowing us to launch a distinct look on the ways of seeing with the eyes of a child. Enhancing the children's culture, putting in evidence the curriculum in the perspective of them, was one of the actions of the research that brought forth the complaint of practices that reaffirm the social invisibility of the new generations, sometimes reinforced within the institutions of early childhood education by means of a curriculum design conceived by adults for children that little contemplates the anxieties of the subject of little age.
Authors and Affiliations
Ana Paula Braz Maletta, Magali dos Reis
Keywords
Related Articles
- EP ID EP683015
- DOI https://doi.org/10.22478/ufpb.1983-1579.2019v12n1.38745
- Views 162
- Downloads 0
O PENSAMENTO FREIREANO E OS SENTIDOS DE EDUCAÇÃO E ENSINO
Quais os sentidos que a educação e o ensino absorvem com a inserção das ideias de Paulo Freire? Qual o impacto da obra de Paulo Freire nas práticas educativas? Estas foram as perguntas motivadoras que me fizeram escrev...
Currículo e ações afirmativas: perspectivas multiculturais
Entendendo que a educação não é neutra, e que, por si só, não tem a capacidade de encarar os problemas sociais existentes sem a tomada de uma posição positiva e afirmativa por parte dos agentes envolvidos na construção...
EL MODELO TRIÁDICO CMB DE COMPRENSIÓN DE LAS RELACIONES ENTRE EDUCACIÓN Y SOCIEDAD
Las teorías más recientes sobre la relación entre educación y sociedad apuntan a una cierta superación de los modelos clásicos (Kopp, 2009) y se orientan hacia modelos explicativos que combinen los niveles macro, meso y...
UMA ANÁLISE DA CONCEPÇÃO DE ALFABETIZAÇÃO LATENTE NA BNCC
O presente artigo visa analisar a concepção de alfabetização expressa na BNCC. Em vista disso, realizamos uma pesquisa documental e como aporte metodológico de análise, adotamos a análise...
OS SABERES SILENCIADOS PELO CURRÍCULO: a epistemologia e o currículo na Educação do Campo
Este trabalho instiga uma análise sobre um currículo crítico, emancipador, humanizador e holístico, que respeite os saberes dos sujeitos do campo, mediante sua diferença ident...