Gênero no contexto escolar da educação infantil: produções institucionais (RCNEI e BNCC).

• Autor(a) principal: MAIA, Marília Milhomem Moscoso
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/2079
• topic: Escola; Gênero; Educação Infantil; Documentos educacionais institucionais; School; Genre; Children's education; Educational documents Institutional; Papéis e Estruturas Sociais; Indivíduo

In this dissertation I seek understanding how the gender is produced by the pathway of institutional documents, which intend to guide and promote the implementation of educational practices in the area of child education, based on the RCNEI, its enunciations, prescriptions and forms of work and experience gender and sexuality discussions in children's education and the new BNCC that completely erases these discussions of your text. The RCNEI when he was launching, in 1990, he had a certain ineditism and had the intention of being the national curricular benchmark for infant education. It was the first document at the time, addressing thematic issues relating to gender and sexuality in infant education. On the other hand, the BNCC whose proposal is also to be a curricular benchmark for basic education, it highlights a backward movement by not contemplating gender themes. I propose, a dense exercise of analysis of the quoted document, RCNEI, with views (a) perceive constituent elements of the production of the genus; As there are produced and reiterated subjects, rules and norms that would be indicated for pedagogical work with children in the age range from 0 to 6 years. In a context designated as "educates" infantile tion. " I make use of the Deconstruction undertaken by Jacques Derrida, of the contributions of Judith Butler (1999; 2016), Joan Scott (1995) and Teresa de Lauretis (1987) and Michel Foucault's studies on the Constitution of Discourses, enunciates and formation discursive in their linking to specific fields of knowing production of subjects and power for the constructing a narrative on the standardisation of both gender and childhood in official documents destined for school and educational practice the teachers children's education.