O que dizem as professoras do Maternal I do Centro Municipal de Educação Infantil Irmã Lucília sobre o Currículo.

Abstract

This work aims to identify whether teachers who work in maternal I classes at the Irmã Lucília Municipal Center for Early Childhood Education understand the importance of curriculum for the teaching and learning process of children. And as a purpose, to understand the teachers' view of what the curriculum is. The choice of the theme is justified by the experience lived at the Irmã Lucília Arraias Municipal Center for Early Childhood Education during internship II. During this period, doubts and questions arose regarding the way the curriculum was worked. As theoretical support, the Law of Guidelines and Bases of National Education (1996), National Common Curricular Base (2017), Tocantins Curricular Document (2019) National Curricular Guidelines for Early Childhood Education (2010); Sacristán (2013), Saviani (2016), Chaves; Nogueira (2014) and Rocha; Ostetto (2008). The methodology used is qualitative, with the use of a questionnaire, analysis of the data collected and reflections by the researcher during the internship, including observation and teaching. The research highlights the discussion of the curriculum and the emphasis on teamwork during the teacher training sessions. The results indicate that, in the view of the teachers of the preschool I class, there is study and discussion about the curriculum; as well as participation in the construction of the Political Pedagogical Project and the curriculum; democratic management, teamwork and the teacher as a mediator of learning, contribute to the participation of teachers in this process. As elements that hinder the elaboration and construction of the Political Pedagogical Project and the Curriculum, the teachers highlight time and lack of democratic management, communication, lack of resources and bureaucracy. It is worth noting that time appears as a hindering element and as a need for improvement for this construction. The teachers state that the curriculum is worked on in all educational experiences, in all educational fields, in the routine, in the spaces, in the reception, in the dances, music, mealtimes; that children learn by experimenting and investigating; that the curriculum articulates children's experiences and knowledge, their culture, and that activities should be planned. Above all, the teachers consider that the curriculum contributes to the integral development of the child; it stimulates autonomy and critical thinking, and helps in the development of children (they relate this aspect to the structure and existence of resources). They also point out that the curriculum enables the improvement of pedagogical activities and children's learning and contributes to guaranteeing the rights of learning.