A formação docente nas políticas curriculares de educação infantil: disputas por hegemonia (2009-2019)

Abstract

This doctoral research aims to investigate the discursive articulations produced by various subjects who dispute hegemony around teacher training in the definition of curriculum policies for Early Childhood Education, in the period between 2009 and 2019. It circumscribes, therefore, the context of production of the National Curriculum Guidelines for Early Childhood Education and of the of National Common Curriculum. The study is developed from theoretical-strategic contributions from the Political Theory of Discourse, by the Argentine philosopher Ernesto Laclau, and from the incorporation made by the Brazilian researchers Alice Lopes and Elizabeth Macedo of this discursive perspective to curricular policies. In this work, curriculum policies are assumed as discursive practices that operate through translations. Studying these policies from this perspective makes it possible to displace the articulations of meanings and the reconfiguration of instituted modes, destabilizing structures seen as stable. The analysis corpus included publications from the World Bank (WB), the Inter-American Development Bank (IDB), the National Association for the Training of Education Professionals (ANFOPE), the National Forum of Faculty Directors, Education Centers or Equivalents of Brazilian Public Universities (FORUMDIR), the Inter-Forum Movement for Early Childhood Education in Brazil (MIEIB),Todos pela Educação and the National Early Childhood Network. In view of this, the focus of the research is on the demands of academic entities, international organizations and other social organizations, that is, on the demands of the epistemic community in terms of training daycare and preschool teachers. The work analyzes the demands for the place and the type of training and demands linked to professional identity and pedagogical practice, with emphasis on the tension between caring and educating, which has marked a double identity for Early Childhood Education professionals, separating them into "teachers” and “assistants”. Taking Borges (2015) as inspiration, traces/spectrums that appear in discursive formations around the teaching professionalism of Early Childhood Education are investigated. Thus, research efforts focus on discursive practices that condense and displace certain meanings of professionality. The potency of this discussion lies in the possibility of bringing out the references, the marks, the traits that intersect, interconnect, subvert, that enable or even block other interpretations of the initial training for this teaching. When discussing processes of identification of the Early Childhood teacher, from a post-structural perspective, the thesis is defended that a specific (unified) training project is an impossible identity project. In view of this, this work also enters into the discursive dispute of curricular policies for the formation of this teaching, putting in motion an understanding of the work of the Early Childhood Education teacher as a form of intellectual craft, that is, as a personalized work, detached from formulas, ready-made laws or recipes. Therefore, this investigation seeks to mobilize other ways of thinking about training paths that promote the reception of different human experiences in the ways of caring, educating, organizing institutions.