BASE NACIONAL COMUM CURRICULAR E A LACUNA NO ENSINO DE INGLÊS PARA CRIANÇAS NO BRASIL

Tendo em vista a importância da Língua Inglesa nos mais diversos âmbitos da sociedade contemporânea, podemos observar uma grande expansão do ensino dessa língua estrangeira nas escolas de Educação Infantil e Anos Iniciais do Ensino Fundamental, tanto públicas quanto privadas. A falta de diretrizes oficiais nacionais que orientem a formação e o trabalho do professor, oriunda do caráter facultativo da inclusão de línguas estrangeiras na matriz curricular desses níveis de ensino, traz implicações para a qualidade do ensino de Inglês para crianças. Assim, considerando a importância de se regulamentar esse ensino, este trabalho teve por objetivos identificar e analisar, na primeira e última versões da Base Nacional Comum Curricular (BNCC), as referências ao ensino de Língua Inglesa para crianças e os encaminhamentos para o trabalho docente na Educação Infantil e no Ensino Fundamental I. Opta-se pela pesquisa qualitativa, estudo documental, considerando-se a análise documental da BNCC. A análise mostrou que os documentos não abrangem o ensino de Inglês para crianças, de forma que a lacuna na legislação vigente permanece perpetuando a forma, muitas vezes inadequada, como o ensino vem sendo incluído e conduzido nas escolas regulares brasileiras.COMMON CORE NATIONAL CURRICULUM AND THE LACK IN THE TEACHING OF ENGLISH TO YOUNG LEARNERS IN BRAZILAbstract: We can observe a great expansion of the teaching of English in Early Childhood Education and in the first years of Elementary School in Brazil, once this language is very important in a wide range of fields of contemporary society. The teaching of foreign languages in these levels of education is optional in our context, so there are no official guidelines to the teacher's education and the teaching work, which can influence the quality of the teaching of English to young learners. Since it is important to regulate the teaching of English to young learners in Brazil, this article aims to identify and analyze references to this process in the first and the last versions of the Common Core National Curriculum reference to this process, guiding the teaching work with foreign languages in Early Childhood Education and in the first years of Elementary School. A qualitative research, characterized as a documentary study of the Common Core National Curriculum has been developed. The document analysis has shown that the Common Core National Curriculum does not mention the teaching of English to young learners. This way, the lack in the current legislation remains, perpetuating the inappropriate way the foreign language has been included and teaching to children in Brazil.Keywords: English Language Teaching. Early Childhood Education. First Years of Elementary School. Common Core National Curriculum.BASE NACIONAL COMÚN CURRICULAR Y LA AUSENCIA DE LA ENSEÑANZA DE INGLÉS PARA NIÑOS EN BRASILResumen: Teniendo en cuenta la importancia de la Lengua Inglesa en los más distintos ámbitos de la sociedad contemporánea, podemos observar una gran expansión de la enseñanza de esa lengua extranjera en las escuelas de Educación Infantil y Años Iniciales de la Enseñanza Fundamental, tanto públicas cuanto. La falta de directrices oficiales que orienten la formación y el trabajo del profesor, originada del carácter facultativo de la inclusión de lenguas extranjeras en la matriz curricular de esos niveles de enseñanza, trae implicaciones para la calidad de la enseñanza de inglés para niños. Considerando la importancia de la reglamentación de ese nivel de enseñanza, este trabajo, mediante un análisis documental, pretende verificar si la primera y última versiones de la Base Nacional Común Curricular hacen referencia a la enseñanza de Lengua inglesa para niños, apuntando encaminamientos para el trabajo docente en la Educación Infantil y en la Enseñanza Fundamental I. Desarrollamos una pesquisa cualitativa, caracterizada como un estudio documental de la Base Nacional Común Curricular. El análisis mostró que los documentos no abarcan la enseñanza de Inglés para niños, de modo que la ausencia en la legislación vigente continúa, perpetuando la manera, muchas veces inadecuada, de cómo la enseñanza está siendo incluida y conducida en las escuelas regulares brasileñas.Palabra-clave: Enseñanza de Lengua Inglesa. Educación Infantil. Enseñanza Fundamental I. Base Nacional Común Curricular.

Download Full-text

Mapping the Policy Landscape of Australian Early Childhood Education Policy through Document Analysis

Australasian Journal of Early Childhood ◽

10.23965/ajec.43.2.01 ◽

2018 ◽

Vol 43 (2) ◽

pp. 4-13 ◽

Cited By ~ 3

Author(s):

Natasha Hard ◽

Paige Lee ◽

Sue Dockett

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

National Curriculum ◽

Document Analysis ◽

Childhood Education ◽

Early Childhood Education Policy ◽

Early Childhood Policy ◽

Early School ◽

Wide Range ◽

Large Corpus

WHILE MUCH HAS BEEN written about recent reforms in Australian early childhood education (birth to five) policy, less attention has been directed towards the changes across the whole early childhood period (birth to eight) and potential links between policy covering the prior-to-school and early school years. The near-concurrent introduction of two national curriculum documents covering these sectors has provided opportunities to explore such links. Recognising that such national approaches do not emerge from a vacuum, we identified a wide range of additional documents that contributed to the history, development, implementation and evaluation of the national curriculum documents, with the aim of exploring the links across these and the policy imperatives guiding these. Qualitative Document Analysis was used to manage the overwhelming number of related documents that were identified. In this paper, we share the processes used in the descriptive coding of a large corpus of documents, and reflect on the advantages and challenges encountered. We share these reflections not only as a means of contributing to discussions about the nature and impact of early childhood policy, but also to provide a transparent basis for future analyses.

Download Full-text

STEM in Early Childhood Education

STEM Education ◽

10.4018/978-1-4666-7363-2.ch001 ◽

2015 ◽

pp. 1-24

Author(s):

Alper Tolga Kumtepe ◽

Evrim Genc-Kumtepe

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Research Topics ◽

Equity Issues ◽

Childhood Education ◽

Teacher Attributes ◽

Wide Range ◽

Research Designs ◽

The Common ◽

Pre Service Teacher

The chapter reviews previously published articles and summarizes trends in STEM research in early childhood education over the last twelve years (2000-2012) by employing a content analytic procedure. The specific purposes of the study are to determine the general characteristics of the STEM research in early childhood education, to identify the research designs being applied in articles, and to reveal the common research topics/issues on STEM education in the field of early childhood education. A total of 41 articles are extracted from a wide range of publications. Thematic analysis reveals two main themes and nine subthemes on research topics/issues, including policy, management, equity issues, STEM schools, theories, models, professional development, teacher support, program development and evaluation, learner and teacher attributes, and pre-service teacher education.

Download Full-text

STEM in Early Childhood Education

Transforming K-12 Classrooms with Digital Technology - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-4666-4538-7.ch008 ◽

2014 ◽

pp. 140-163

Author(s):

Alper Tolga Kumtepe ◽

Evrim Genc-Kumtepe

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Research Topics ◽

Equity Issues ◽

Childhood Education ◽

Teacher Attributes ◽

Wide Range ◽

Research Designs ◽

The Common ◽

Pre Service Teacher

Download Full-text

Letramento Visual na Educação Infantil: uma Proposta de Ensino

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2019v20n3p327-331 ◽

2019 ◽

Vol 20 (3) ◽

pp. 327

Author(s):

Ana Carolina Vieira de Brito ◽

Alda Maria Coimbra Aguilar Maciel

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Rio De Janeiro ◽

Nursery School ◽

National Curriculum ◽

Narrative Structure ◽

Childhood Education ◽

Teacher Opinion ◽

Educational Product ◽

Curriculum Guidelines

O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro. The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.

Download Full-text

IDENTIDADE PESSOAL E SOCIAL DA CRIANÇA: A IMPORTÂNCIA DOS BRINQUEDOS E DAS BRINCADEIRAS.

Revista Conhecimento Online ◽

10.25112/rco.v2i0.1538 ◽

2019 ◽

Vol 2 ◽

pp. 44

Author(s):

Raquel Dilly Konrath ◽

Cláudia Schemes

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Social Identity ◽

National Curriculum ◽

Social Formation ◽

Childhood Education ◽

Legal Documents ◽

Curriculum Guidelines ◽

The Right ◽

Legal Guidelines

O presente artigo tem como objetivo abordar e analisar a formação da identidade pessoal e social da criança na Educação Infantil estabelecidos nas atuais Diretrizes e Referenciais Curriculares Nacionais da Educação Infantil. Procura, também, identificar a importância das brincadeiras e suas interações, dos brinquedos para o desenvolvimento da formação desta identidade e do papel do professor e da professora nesse processo. Esta pesquisa configura-se como exploratória qualitativa e tem como procedimento técnico a análise dos documentos legais como o Referencial Curricular Nacional para a Educação Infantil: formação pessoal e social (BRASIL, 1998), as Diretrizes curriculares nacionais para a educação infantil (BRASIL, 2010) e os Brinquedos e brincadeiras nas creches: manual de orientação pedagógica (BRASIL, 2012). Entendemos que os textos e as diretrizes legais, mesmo sendo referências nacionais, são significados no seu contexto e, por mais que se procure universalizar práticas, estas só se revelam na ação dos próprios sujeitos que o compõem e lhe dão sentido e significado. Ou seja, por mais que as diretrizes ou as orientações legais sejam prescritivas e universais, quem dá sentido ao texto e ao conhecimento é o próprio sujeito que o vive. Palavras-chave: Identidade. Criança. Formação pessoal e social. Brinquedos.ABSTRACTThis article addresses and analyzes one of the objectives of Early Childhood Education established in the current National Curriculum Guidelines and Frameworks for Early Childhood Education, which is the formation of the child’s personal and social identity. It emphasizes the importance of the games, toys and their interactions for the development of the formation of the personal and social identity and the role of the teacher in this process. This research is configured as a qualitative and thematic research as an analysis of legal documents as the National Curricular Reference for Childhood Education: personal and social formation (BRASIL, 1998), National Curricular Guidelines for Early Childhood Education (BRASIL, 2010), The toys and games in the nursery: pedagogical guidance manual. (BRAZIL, 2012). We understand that texts and legal laws, even if they are national references, are meaningful in their context and therefore are universal practices, these are revealed in the action of more rigorous than the right of speech and meaning. That is, as rough as legal guidelines are prescribed and universal, what gives meaning to the text and to knowledge is the subject who lives.Keywords: Identity. Child. Personal and social formation. Toys.

Download Full-text

Culturally and linguistically diverse children’s participation and social roles in the Finnish Early Childhood Education – is play the common key?

Early Child Development and Care ◽

10.1080/03004430.2020.1716744 ◽

2020 ◽

pp. 1-13

Author(s):

Outi Arvola ◽

Kaisa Pankakoski ◽

Jyrki Reunamo ◽

Minna Kyttälä

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Social Roles ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Childhood Education ◽

Children’S Participation ◽

The Common ◽

Children's Participation

Download Full-text

Belonging and language

Global Studies of Childhood ◽

10.1177/2043610619893128 ◽

2019 ◽

Vol 10 (2) ◽

pp. 170-182

Author(s):

Chris Peers

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

20Th Century ◽

21St Century ◽

Jacques Derrida ◽

National Curriculum ◽

Early Years ◽

Childhood Education ◽

Existentialist Philosophy ◽

Philosophical Debates

This article contributes to a growing debate within the field of early childhood education about the concept of ‘belonging’. It continues from earlier discussions that commented on the adoption of Belonging as a key term in the development of a national curriculum for the early years in Australia in 2009, as well as increasingly common references to belonging in various aspects of debate within the field. The article focuses specifically on the idea of belonging as it has emerged within existentialist philosophy in the 20th century, and more recent post-structuralist theories, especially the work of Jacques Derrida. The article ties belonging to language as a means of redefining approaches in early childhood education to the notions of place and context, so as to more rigorously connect ‘belonging’ to the philosophical debates of the 21st century.

Download Full-text

Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning

Teaching Children Mathematics ◽

10.5951/tcm.13.1.0019 ◽

2006 ◽

Vol 13 (1) ◽

pp. 19-21

Author(s):

Ann Baker ◽

Kimberly Schirner ◽

Jo Hoffman

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Primary Grade ◽

Mathematical Concepts ◽

Mathematical Learning ◽

Early Mathematics ◽

Multiage Classrooms ◽

Childhood Education ◽

Young Learners

Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual needs. In this article, teachers of primary-grade multiage classrooms describe how they used scaffolding to capitalize on the wide ranges of abilities and met their students' needs by providing opportunities for their young learners to work together to understand mathematical concepts.

Download Full-text

Early childhood education and the National Curriculum

Support for Learning ◽

10.1111/j.1467-9604.1990.tb00391.x ◽

1990 ◽

Vol 5 (2) ◽

pp. 73-77

Author(s):

Margaret Lally

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

National Curriculum ◽

Childhood Education

Download Full-text

Uso do ambiente Code.org para ensino de programação no Ensino Fundamental I - uma experiência no Desafio Hora do Código.

Revista ENCITEC ◽

10.31512/encitec.v9i1.2499 ◽

2019 ◽

Vol 9 (1) ◽

pp. 63

Author(s):

Márcia Regina Kaminski ◽

Clodis Boscarioli

Keyword(s):

Elementary School ◽

Early Childhood ◽

Public School ◽

Early Childhood Education ◽

Student Development ◽

School Environment ◽

Educational Games ◽

The State ◽

Childhood Education ◽

Positive Results

Resumo: O ensino de programação pode oferecer importantes contribuições ao desenvolvimento dos estudantes. Vários movimentos incentivam o ensino de programação nas escolas por meio de eventos como os da Hora do Código. A plataforma Code.org é um ambiente utilizado para promoção destes eventos que disponibiliza gratuitamente jogos educacionais para o ensino de programação. Este trabalho relata a experiência da participação de alunos de 2º a 5º ano de Ensino Fundamental I de uma escola pública em um destes eventos ocorrido no Estado do XXXXXX. Os resultados positivos motivaram a escola a estender as atividades com a plataforma Code.org para alunos de 1º ano e Educação Infantil. Os resultados dessas experiências são também detalhados.Abstract: The teaching of programming is gaining space in the school environment given the contributions it can offer to student development. Several movements encourage this work in schools through events such as Hora do Código. The Code.org platform is an environment used to promote these events that provides free educational games for programming learning. This paper reports the experience of the participation of students from 2nd to 5th year of Elementary School I of a public school in one of these events occurred in the State of XXXX. The positive results motivated the school to extend its activities with the Code.org platform for 1st year students and Early Childhood Education. The results of these experiments are also detailed.

Download Full-text