E hoje, é dia de que? Problematizando as datas comemorativas enquanto equivalente aos conteúdos na pré-escola à luz da Pedagogia Histórico-Crítica

Abstract

The study proposed here aims to analyze the insertion of commemorative dates in the curriculum of Early Childhood Education and its application as "content" in the first stage of basic education of the Municipal Education Network of a municipality in the southeast of Goiás in the light of the Historical-Cultural Theory. The research problem seeks to think what is actually taught to children when commemorative dates are conceived as equivalent to the contents in the curriculum of Early Childhood Education (pre-school) in the light of Historical-Critical Pedagogy? As specific objectives, the research intends to know the pedagogical proposal developed in the Municipal Teaching Network for Early Childhood Education (pre-school) related to commemorative dates from the documents prepared by the Municipal Secretary of Education, aimed at pre-school; problematize how commemorative dates are addressed in the official documents of the selected institutions (Political Pedagogical Project, Annual Teaching Plan and Action Plan) in early childhood education (pre-school) in the light of the Historical-Cultural Theory and, present the academic productions that discuss commemorative dates based on Historical-Critical Pedagogy and Historical-Cultural Theory. The central questions of research and analysis are the contents and curriculum of Early Childhood Education in the pre-school stage within the perspective of Historical-Cultural Theory and Historical- Critical Pedagogy. This is a documentary research, of a qualitative nature, whose theoretical basis is based on the assumptions of the Historical-Cultural Theory and on the contributions of Dialectical Historical Materialism. To the detriment of scientific knowledge, giving commemorative dates the “status” of content, when in fact they are not or should not be.