Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes

Detalhes bibliográficos
Autor(a) principal: Carvalho, Rodrigo Saballa de
Data de Publicação: 2016
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15782
Resumo: Based on the Cultural Studies in Education and the Studies of Michel Foucault, we aim at analyzing the discourses of the Brazilian Curriculum Guidelines for Early Childhood Education, in order to show how they establish knowledge that discipline, regulate and produce subjects. Methodologically, discourse analysis is developed, understanding that the guidelines prescribe actions that aim at teacher’s governance. The analyses are performed through three units: emergence conditions of the guidelines; curriculum design; principles, goals and pivots of the major pedagogical proposals. Through the analysis, we conclude that the guidelines reactivate redemptive discourses, reinforcing the Salvationist mission historically attributed to child care institutions.
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spelling Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputesAnálisis del discurso de las directrices curriculares nacionales para la educación infantil: currículo como campo de disputasAnálise do discurso das diretrizes curriculares nacionais de educação infantil: currículo como campo de disputasCurriculum guidelines. Early childhood education. Curriculum. Discourse.Diretrizes curriculares. Educação infantil. Currículo. Discurso.Directrices curriculares. Educación infantil. Currículo. Discurso.Based on the Cultural Studies in Education and the Studies of Michel Foucault, we aim at analyzing the discourses of the Brazilian Curriculum Guidelines for Early Childhood Education, in order to show how they establish knowledge that discipline, regulate and produce subjects. Methodologically, discourse analysis is developed, understanding that the guidelines prescribe actions that aim at teacher’s governance. The analyses are performed through three units: emergence conditions of the guidelines; curriculum design; principles, goals and pivots of the major pedagogical proposals. Through the analysis, we conclude that the guidelines reactivate redemptive discourses, reinforcing the Salvationist mission historically attributed to child care institutions.A partir de los Estudios Culturales en Educación y de los Estudios de Michel Foucault, se tiene como objetivo analizar los discursos de las Directrices Curriculares Nacionales para la Educación Infantil con el fin de evidenciar cómo estas instituyen saberes que disciplinan, regulan y producen sujetos. Metodológicamente, se desarrolla el análisis del discurso, al entender que las directrices prescriben las acciones que objetivan la gobernanza docente. Los análisis se llevan a cabo a través de tres unidades: las condiciones de emergencia de las directrices; concepción de currículo; principios, objetivos y ejes de las propuestas pedagógicas. A través de los análisis, se concluye que las directrices reactivan discursos redentores, reforzando la misión salvacionista históricamente atribuida a las instituciones de atención a la niñez.A partir dos Estudos Culturais em Educação e dos Estudos de Michel Foucault, pretende-se analisar os discursos das Diretrizes Curriculares Nacionais de Educação Infantil, de forma a evidenciar como estas instituem saberes que disciplinam, regulam e produzem sujeitos. Metodologicamente, é desenvolvida a análise do discurso, entendendo que as diretrizes prescrevem ações que objetivam o governamento docente. As análises são realizadas através de três unidades: condições de emergência das diretrizes; concepção de currículo; princípios, objetivos e eixos das propostas pedagógicas. Através das análises, conclui-se que as diretrizes reativam discursos redentores, reforçando a missão salvacionista atribuída historicamente às instituições de atendimento à infância.Editora da PUCRS - ediPUCRS2016-03-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/1578210.15448/1981-2582.2015.3.15782Educação; Vol. 38 No. 3 (2015): Dossier - In/exclusion and Digital Education; 466-476Educação; Vol. 38 Núm. 3 (2015): Dosier - En/exclusión y Educación Digital; 466-476Educação; v. 38 n. 3 (2015): Dossiê - In/exclusão Digital e Educação; 466-4761981-25820101-465X10.15448/1981-2582.2015.3reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15782/14129Carvalho, Rodrigo Saballa deinfo:eu-repo/semantics/openAccess2021-09-14T18:36:26Zoai:ojs.revistaseletronicas.pucrs.br:article/15782Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:36:26Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes
Análisis del discurso de las directrices curriculares nacionales para la educación infantil: currículo como campo de disputas
Análise do discurso das diretrizes curriculares nacionais de educação infantil: currículo como campo de disputas
title Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes
spellingShingle Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes
Carvalho, Rodrigo Saballa de
Curriculum guidelines. Early childhood education. Curriculum. Discourse.
Diretrizes curriculares. Educação infantil. Currículo. Discurso.
Directrices curriculares. Educación infantil. Currículo. Discurso.
title_short Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes
title_full Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes
title_fullStr Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes
title_full_unstemmed Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes
title_sort Discourse analysis of Brazilian curriculum guidelines for early childhood education: the curriculum as a field of disputes
author Carvalho, Rodrigo Saballa de
author_facet Carvalho, Rodrigo Saballa de
author_role author
dc.contributor.author.fl_str_mv Carvalho, Rodrigo Saballa de
dc.subject.por.fl_str_mv Curriculum guidelines. Early childhood education. Curriculum. Discourse.
Diretrizes curriculares. Educação infantil. Currículo. Discurso.
Directrices curriculares. Educación infantil. Currículo. Discurso.
topic Curriculum guidelines. Early childhood education. Curriculum. Discourse.
Diretrizes curriculares. Educação infantil. Currículo. Discurso.
Directrices curriculares. Educación infantil. Currículo. Discurso.
description Based on the Cultural Studies in Education and the Studies of Michel Foucault, we aim at analyzing the discourses of the Brazilian Curriculum Guidelines for Early Childhood Education, in order to show how they establish knowledge that discipline, regulate and produce subjects. Methodologically, discourse analysis is developed, understanding that the guidelines prescribe actions that aim at teacher’s governance. The analyses are performed through three units: emergence conditions of the guidelines; curriculum design; principles, goals and pivots of the major pedagogical proposals. Through the analysis, we conclude that the guidelines reactivate redemptive discourses, reinforcing the Salvationist mission historically attributed to child care institutions.
publishDate 2016
dc.date.none.fl_str_mv 2016-03-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15782
10.15448/1981-2582.2015.3.15782
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15782
identifier_str_mv 10.15448/1981-2582.2015.3.15782
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15782/14129
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 38 No. 3 (2015): Dossier - In/exclusion and Digital Education; 466-476
Educação; Vol. 38 Núm. 3 (2015): Dosier - En/exclusión y Educación Digital; 466-476
Educação; v. 38 n. 3 (2015): Dossiê - In/exclusão Digital e Educação; 466-476
1981-2582
0101-465X
10.15448/1981-2582.2015.3
reponame:Educação
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instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
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reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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