Políticas curriculares de educação infantil: um estudo crítico sobre a Base Nacional Comum Curricular da Educação Infantil na Rede Municipal de ensino de Salvador

Abstract

This research thematizes the curricular policies of Early Childhood Education and its main objective is to analyze how education professionals from the Municipal Education Network of Salvador/BA translate and act with the curricular policies of Early Childhood Education, seeking to show whether there are repercussions of the National Common Curricular Base of Early Childhood Education - BNCCEI in the curriculum of a public early childhood education school. For the development of the research, the following problem was outlined: how do education professionals from the Municipal Education Network of Salvador interpret and act with the curricular policies of Early Childhood Education after the approval of the BNCCEI? The theoretical-methodological approach of the Policy Cycle by Stephen Ball (1994; 2006; 2011; 2016) and Bowe; Ball; Gold, (1992), for the analysis of the curricular public policy for Early Childhood Education, which presents different contexts. Considering the qualitative approach of the research, a documental analysis of national and local laws, guidelines and orientations was carried out, the application of a questionnaire with the Education Managers of the Municipal Secretary of Education of Salvador - SMED and the realization of the Dialogical Cycle used with the teachers and administrators of the João Lino Municipal School. The results of this research show that the BNCCEI's curriculum policy is notably governed by neoliberal imperatives and interests and sustained by the vision of education as a lucrative market. The subjects of the investigated school indicated that there were no effective developments of the BNCCEI in the institution and they continue to use the Municipal Curricular Reference for Early Childhood Education in Salvador - RCMEIS and National Curricular Guidelines for Early Childhood Education - DCNEI to support the school's curriculum. The municipality of Salvador-BA continues to use the RCMEIS and DCNEI for curricular organization, the BNCC has not yet been fully implemented. The lines showed a critical perception around the BNCCEI, and, consequently, the BNCCEI proposition clashed with the local context. It is concluded that it is essential for educators to follow the DCNEI, a powerful document for Early Childhood Education, to know the BNCCEI propositions in order to decide what to do with this curricular policy, as they must not only follow the recommendations, without studying them extensively, understanding them, and, mainly, to reflect, in order to take a critical position on what the National Common Curriculum Base for Early Childhood Education proposes.