Curriculum productions and early childhood education - bets or guarantees?

Abstract

The paper analyzes the relationship between curriculum and early childhood education, based on the resumption of curricular policies developed in the last decades, problematizing the National Curricular Common Base (BNCC) for Early Childhood Education, enacted in 2017 and which, as the document covers, Early Childhood Education in the context of Basic Education and thus, as it is proposed for the other stages, although attending to their specifics, also brings the indication of learning considered essential, in a logic that reduces education to teaching. The issue of the right to learning and development is taken as a motto of problematization, an issue that is presented as justification even for the BNCC, inquiring about the discursive articulations that are aligning the right to learning with equality that as we have discussed, slips into an understanding of the common as unique, in a homogenizing character that impels the silencing of difference. We develop the argument from post-structural contributions that are based on the understanding of politics as discursive production, struggle for meaning in ever unstable and inconclusive language games, in which closures are provisional because the work of signification is uninterrupted flow. We discuss the conception of curriculum that drives the research we have developed, taking it as a cultural enunciation, which is in the midst of negotiations with and in difference. Thus, we put in debate the meanings placed on the right to learning and the prior definition of experiences, advocating in favor of other senses, in the defense of experience as an alteritary event.