CHILDREN'S STATEMENTS IN THE CURRICULAR COMPOSITION OF THE PEDAGOGICAL PROPOSAL OF A MUNICIPAL EARLY EARLY EDUCATION CENTER: CHILDREN'S PARTICIPATION AND THEIR ARGUMENTATIONS
Nombre: FLÁVIA SANTANA ROCHA
Fecha de publicación: 06/09/2024
Junta de examinadores:
Nombre |
Rol |
|---|---|
| FERNANDA ZANETTI BECALLI | Examinador Externo |
| KEZIA RODRIGUES NUNES | Examinador Interno |
| LARISSA FERREIRA RODRIGUES GOMES | Examinador Interno |
| PAULO ROGÉRIO STELLA | Examinador Externo |
| REGINA GODINHO DE ALCANTARA | Presidente |
Resumen: This work aims to understand the possibilities and challenges in considering children's utterances in the curricular composition of a Pedagogical Proposal (PP) for a Municipal Early Childhood Education Center (CMEI) in the municipality of Serra/ES, with the intention of enabling children's participation in the collective production of the document. It relies on children's argumentation through their concrete utterances, recognizing them as historical and socially situated subjects. From a theoretical-methodological perspective, it highlights the studies of the Bakhtinian Circle (Bakhtin, 2003, 2012, 2016; Voloshinov, 2017), studies on
language (Brait, 2001; Goulart, 2016), and argumentation (Amossy, 2011; Azevedo, 2023), in
dialogue with childhood studies (Araújo, 2005; Kramer, 1999, 1996; Sarmento, 2002, 2008; among others), which understand the constitution of children through and by language. The research consists of two main movements: a) the undertaking of a document review (Gil, 2008), aiming to analyze the theme in national documents for Early Childhood Education (EI), including the most recent one, the Common National Curriculum Base (BNCC), as well as in the curriculum document guiding EI at the local level, in the municipality of Serra/ES; and b) conducting participatory research (Brandão, 1999; Le Bertof, 1999) involving children enrolled in the Municipal Early Childhood Education Center. With a view to understanding children's utterances— anchored in the Bakhtinian perspective — this work engages in a dialogic process with the discourses produced by children, aiming at the description, analysis, and interpretation (Brait, 2006; Sobral; Giacomelli, 2016) of their speech. The study proposed some interlocutive activities with the children — discussion circles, storytelling, drawing, outings, mini-debate forums, and other interactive resources — seeking to capture their perceptions of school from these encounters and, beyond that, promoting listening spaces to reflect on educational and everyday experiences at the CMEI. The research uses Padlet, a virtual board, as a recording tool, where the dialogic movements carried out were shared. The culmination of this process is the production of an e-book, a digital-format book — as an educational product of this work — aiming to contribute to the Pedagogical Proposal. This study indicates that, for children's utterances to be considered in the composition of a curricular proposal, it is essential that the school recognizes them as rights-bearing subjects who have something to say and who take evaluative stances. It underscores the primacy of systematizing a joint pedagogical planning in this regard and mobilizing all those involved in this construction.
