Análise das políticas curriculares para educação infantil: percurso histórico e implicações na proposta curricular no município de Cascavel – Paraná (2008 -2022)

Abstract

Affiliated with the History of Education Research Line of the Graduate Program in Education at the State University of Western Paraná (Unioeste), this study aimed to analyze and contextualize the trajectory of early childhood education in the municipal public school system of Cascavel, Paraná, from 2008 to 2022. The study considered the historical transformations that this educational stage underwent because of curricular policies. The investigation was part of the Marxism and Education Research Group, whose discussions provided theoretical support for the analysis. The guiding research question was to understand the implications of curriculum policies on the revision of the Early Childhood Education Curriculum Proposal in the Municipal Public School System of Cascavel, Paraná. The objective was to analyze the historical trajectory of early childhood education in Cascavel, Paraná, considering changes and continuities considering the implications of curriculum policies. The study emphasized the contributions of historical-critical pedagogy and historical-cultural theory to the organization of teaching in early childhood education. First, Early Childhood Education was contextualized at the national level and articulated with developments observed in Cascavel's educational context. Next, we analyzed the 2008 curriculum proposal and its reworking in 2020 to verify continuities and/or ruptures with the theoretical assumptions of historical-critical pedagogy and historical-cultural theory. We also examined their relationships with the national curriculum guidelines for early childhood education (DCNEIs) (2010), the national common core curriculum (BNCC) (2017), and the Paraná curriculum reference (2018). The documentary and bibliographic research was based on the historical-dialectical materialist method. The main sources analyzed were the official curriculum documents of Cascavel (2008, 2020); the DCNEI (2010); the BNCC (2017); and the works of authors such as Saviani, Duarte, Lazaretti, Malanchen, Elkonin, Martins, Pasqualini, Kramer, and Kuhlmann. The results indicated that curriculum policies, particularly the BNCC, mainly refer to the incorporation of formal aspects required by current legislation in the process of reworking the Early Childhood Education curriculum proposal. Nevertheless, Historical-Critical Pedagogy and Historical-Cultural Theory were found to remain the predominant theoretical framework in the 2020 version. In the formal and documentary realm, at least, these theories sustain a counter-hegemonic perspective on education. The implementation of this curriculum in Early Childhood Education pedagogical practice requires articulation between the prescribed curriculum and the curriculum in action. In this process, the role of teacher training and pedagogical mediation is highlighted.