Pedagogical practice on children’s education: the curriculum as a tool to guide children
Abstract
The text discusses pedagogical practices in Early Childhood Education, it problematizes the curriculum from its inception, and it reflects on the extent to which methodological referrals lead to a meaningful participation of the children. It takes as reference the studies of Barbosa, Foucault, Oliveira and Ostetto, which help to identify tensions and ambiguities related to the practices carried with children in two municipal institutions of Early Childhood Education, located in a mid-sized city at the interior of Paraná, South of Brazil. To collect data, observations and semi-structured interviews were carried with 8 teachers and 2 managers. It was possible to recognize that the pedagogical practices tend to favor activities of control and direction of the children, with little space to exercising and the developing children’s autonomy, which amounts to strategies to govern this population.
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