Proposta curricular da rede municipal de Juiz de Fora: um olhar para a transição da educação infantil ao ensino fundamental

Abstract

This dissertation pursues the approach to Language, Knowledge and Teacher Training of Postgraduate Program in Education of Federal University of Juiz de Fora (UFJF), Brazilian state of Minas Gerais. The central question of this study is to understand how the Curricular Proposal, of Early Childhood Education and Elementary Education from City Network of Juiz de Fora, contemplates the transition from Early Childhood Education to first year of elementary school. The sight on the construction of Curricular Proposal for public educational network of Juiz de Fora seeks not only to describe the genesis, the history and organization of the document. It aims, after all, to analyze such proposal as cultural artefact that constructs itself in a wider historic movement, from which conceptions of childhood and education are constituent elements. The theoretical contribution from Lev Vygotsky’s historic-cultural psychology guides the analysis presented, once the curriculum and its building process are addressed in its historicity. The methodology adopted in the study with qualitative approach combines bibliographic and documental researches, open interviews and questionnaires, answered by the characters involved in the construction of the curriculum proposal. The results show that the dichotomy of the basic education does not promote the articulation between early childhood education and fundamental instruction. They show also the urgent need of reflection to surpass those scopes, that do not benefit the perception of the child as a whole, as one who plays and also learns.