The curriculum prescribed in daily school life: interpretations of Pedagogical Coordinators of Early Childhood Education

Abstract

This article presents a research that aimed to analyze, through interviews and observations with the pedagogical coordinators of two early childhood education institutions of the municipal network of the city of São Paulo – state of São Paulo/Brazil,  the interpretations about official curriculum documents of early childhood education and the teacher training actions in context, aiming to conduct pedagogical practices consistently, according to the proposals in official documents, elaborated through discussions about a new approach to this stage of education. In this article, we will focus on the interpretations produced during the training process of early childhood education teachers, which were analyzed from a qualitative perspective, through which we sought to understand relationships, explanations, questioning and considerations undertaken by the coordinators, within the context of training actions. We seek to highlight the activity of construction of meanings and resignifications that is part of the training and that occurs through the performance of the pedagogical coordination, when the prescribed curriculum is appropriated, aiming at its accomplishment in the practice of the curriculum in action and the difficulties that the coordinators find in contextualizing the approach proposed by the central instances.