Da ação docente ao projeto político-pedagógico: (des)continuidades no processo de construção de um texto/documento em uma unidade de educação infantil.

Abstract

This thesis aims to study the process of developing a political-pedagogical project (PPP) in an Early Childhood Education unit in Paraíba – a guiding document for pedagogical actions to be elaborated according to democratic and participatory teaching principles and in contexts of implementation and/or alignment with the National Common Curricular Base (Brasil, 2018b). The monitoring of these alignment actions prompted the following question: How is the process of building a Political Pedagogical Project for Early Childhood Education aligned with the National Common Curricular Base in an Early Childhood Education unit in Paraíba? Our general objective was to investigate (un)coordinated actions of systematization and construction of a political-pedagogical project aligned with the National Common Curricular Base in an Early Childhood Education unit in Paraíba. The specific objectives were: a) Identify prescriptions and/or pedagogical guidelines aimed at the construction of a political-pedagogical project in an Early Childhood Education unit; b) Describe the process of developing a political-pedagogical project in an Early Childhood Education unit; c) Present the evaluation of the participants on the process of developing the political-pedagogical project aligned with the National Common Curricular Base. Methodologically, this is an exploratory study, within the domain of critical and transdisciplinary Applied Linguistics (AT) (Moita Lopes, 2006), with a qualitative-interpretative approach. Also, it adopts action research as a research technique, with the purpose of elucidating the facts and events that circumscribe the investigated reality, the sensitive listening and the involvement of participants in the process of preparing the PPP text/document (Barbier, 2002; Thiollent, 1986). As categories of analysis, we established the demands for observable prescriptions in the documents and prescriptive materials accessed and formulated during the research; demands for actions present in the linguistic-discursive representations of social actors concerning the conditions of real action, idealized action, action under urgency and planned action throughout the creation of the text/document; and demands for reflection revealed in the evaluations about the formulation of school PPP documents, implementation of recent curricula and the BNCC's role in the organization of the municipal curriculum. As a theoretical foundation, we selected studies on curriculum, focusing on theoretical conceptions and guidelines on the construction of the political pedagogical project, based on the studies of Saviani (2016); Vasconcellos (2014); Sacristán (2013, 2007); Arroyo (2013); Silva (2011); Malheiro (2005); Veiga, I. (2011). We also focused on the Early Childhood Education curriculum: principles and pedagogical practices, supported by Oliveira (2012), Oliveira et al. (2013); Barbosa and Horn (2008); Campos (1994); Guimarães (2017); Vygotsky (2010); Kuhlmann Jr. (2000, 2012). In addition to these, we sought the contributions of Sociodiscursive Interactionism (SDI), especially concerning the studies of acting in work situations, action, language and text/document, based on Bronckart (2006, 2008); Machado (2007); Machado and Bronckart (2005); Medrado, Pereira and Reichmann (2020), among others. The results of this study point to a discontinuous and (un)coordinated process of designing the PPP, with prescribed and performed actions that are organized on the basis of daily demands and/or under an act of urgency. The prescriptive documents based on pedagogical and technical foundations developed during the years 2022 and 2023, as well as the collective mobilizations of the Early Childhood Education team in structuring the document text, corroborate our assertions, marking a reality characteristic of postmodern liquid relationships that directly interfere with the way the curriculum of the Early Childhood Education unit materializes.