LIGHT AND SHADOW IN THE CURRICULUM OF CHILDHOOD EDUCATION IN THE CITY OF ARARAQUARA

Abstract

The article presents the trajectory of the municipal Early Childhood Education of Araraquara/SP, revealing the movement of advances and discontinuity of policies and actions with a view to consolidating a curricular proposal that expresses the specificities of that network, at the same time as it aims, first of all, to overcome the hegemonic and prevailing assistentialist conception of the preschool. We seek to demonstrate the contradictions inherent in historical processes that have sometimes produced dissenting local scenarios of national policies, and then incorporated them. Through a cut in the last two decades we contextualize the last reflections and initiatives that preceded and originated the creation of the Program Grow and Appear, a program of continuous formation of educators and teachers of that network, whose purpose was and under the theoretical precepts of Cultural- Historical Psychology and Critical-Historical Pedagogical, rethink the contents necessary to the humanization of children, to incorporate them in the practices of educators and teachers, in substitution of the tendency in them, to sublimate the teaching of concepts and the development of new skills required to consolidate in the children, their status as socio-historical subjects. The program also had the objective of writing a new Curriculum Proposal. We reveal the steps that have been taken within the Grow and Appear Program, reaffirming our understanding that the systematic and intentional teaching of the collective experience, synthesized in the sciences, offered to children who attend Early Childhood Education, has the prerogative to assure them the development full of their humanization.