As artes de governar o currículo da Educação Infantil: a Base Nacional Comum Curricular em discussão

Abstract

It can be affirmed that the children's space of consideration and consolidation of rights has special focus from the 80's, with the enactment of several laws, where education has been specially protected. The curriculum of Early Childhood Education has been shaped in order to guarantee such rights and specificities, even though it is a latent field of dispute, since through it is possible to perceive specific subjectivities and rationalities with the objective of subjecting students. With the emergence of National Curricular Common Base (BNCC), which gives new impetus to the curriculum of childhood, the discussion gains freshness, mainly due to the implications that directly affected the consideration of this child, who is endowed with subjectivities and peculiarities and inserted in a historical and cultural process of formation of his personality. Thus, the present work has the objective of investigating how the curriculum of children's education is constructed / arranged in the BNCC, mainly taking into account the perspective of governmentality, based on the construction of a normalizing device that tries, in the limit, to subjectivate, to lead and to normalize Bodies and individuals. It was also investigated how the curriculum of Early Childhood Education is being dealt with in this new document, which aims to be a homogenizing curriculum, investigating how and if this is constituted as this subjectivist practice, questioning what is the Curriculum Base of Infantile Education, to which you press the same is a result, within this subjective and normalizing perspective. Thus, for the accomplishment of the research, as a first step was worked the concept of childhood and the starting point that permeate the research. In the second chapter, an analysis was made of the referential base of the study, based on the mapping of research and the brief historical-legislative rescue of the Curricular Policies of Early Childhood Education in Brazil, which culminated in the emergence of the BNCC. In the third chapter, the investigative paths were treated, with presentation of the theoreticalmethodological foundations of the research. The fourth chapter analyzed the curriculum of Early Childhood Education in the Base, through the comparative analysis of some points of the document in its three versions. The fifth chapter of the paper, finally, discusses the Basis, seeking to inquire about its objectives for Early Childhood Education and which type of child (and teacher) it seeks to shape. Thus, in the face of the research, it was possible to perceive that the curriculum appears as a latent field of disputes for the production of meanings and subjectivities of the individuals, with a very proper discourse for that, that the BNCC accompanies such systematics for the childhood, besides be absorbed in the implications of neoliberal governmentality as an efficient form of governing individuals.