Princípios norteadores da educação infantil: o que dizem os projetos político-pedagógicos

Abstract

Early childhood education has undergone changes since the promulgation of the National Curricular Guidelines for Early Childhood Education (DCNEI). This legal text presents guiding principles of early childhood education that need to be explicit in the pedagogical proposals of educational institutions. Thus, this study investigated how these guiding principles are considered in the Political-Pedagogical Projects (PPPs) of three Municipal Institutions of Early Childhood Education (MSCEs) in a countryside city of Rio Grande do Sul (RS), Brazil. The specific goals of this study are: i) to identify how aesthetic, ethical and political values are explicit in the document CNE/CEB n. 20/2009, which establishes the DCNEI; and ii) to verify which guiding principles of early childhood education are present in the PPPs. Therefore, this study was based on a qualitative approach and case study, which was applied in three countryside schools of Rio Grande do Sul (RS). The source of the data was the PPPs of the respective institutions of early childhood education. After analyzing the data, the results indicate that the PPPs contemplate the guiding principles, and demonstrate that when the teachers and managers of these municipal institutions prepare their documents, they seek to consider what the legal texts propose with regard to early childhood education.