A infância nas Diretrizes Curriculares de Educação Infantil - 2003 do Município de Uberlândia

• Autor(a) principal: Richter, Solange Raquel
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/13932; https://doi.org/10.14393/ufu.di.2013.265
• topic: Criança; Infância; Educação infantil; Diretrizes curriculares de educação infantil; Educação infantil - Uberlândia, MG; Diretrizes Curriculares de Educação Infantil - Uberlândia, MG; Child; Childhoold; Early education; Curriculum guidelines on early childhood education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aimed to understand the conceptions of the child and childhood curriculum guidelines on early childhood education in Uberlândia in a historical-philosophical perspective. With this purpose we have studied the \"Curriculum Guidelines - Early Childhood Education\" developed and produced by the Municipal Secretary of Education of Uberlândia- MG and by the Municipal Center of Studies and Educational Projects Julieta Diniz (CEMEPE), published in 2003 with format and content unchanged up to now. We have explored the work of some philosophers of ancient, medieval and modern periods to understand images, concepts and conceptions of children and childhood that differ in time and historical contexts. We also studied references on the process of creation of institutions designed to assist children in Brazil, and legal bases that deal with childhood as well. Documentary and bibliographical studies were conducted. An analysis of the document structure, its philosophical foundations and conceptions of children and childhood was also carried out. The results show that the conceptions of children and childhood are presented in the document without the concern to explain and/or conceptualize them, letting them with possibilities of different understandings. It\'s as if the document assume key concepts for the proposal without, however, giving solidity to theses. It superficially cites references that would require further support for its theoretical basis, so that the child as a complete and real human being that lives the early years of human history, and childhood as representing the adult stage about that phase, do not appear in the document as clear definitions, or even differentiated ones. Although the theoretical reference presented, and the authors cited have notorious recognition there is a mismatch in the discussion, or even conflicting moments along the guidelines of the early childhood education in Uberlândia.