A PERCEPÇÃO DAS EMOÇÕES E DOS SENTIMENTOS NA BASE NACIONAL COMUM CURRICULAR E SUAS INFLUÊNCIAS SOBRE AS PRÁTICAS PEDAGÓGICAS DE EDUCADORES NA EDUCAÇÃO INFANTIL, EM TRÊS LAGOAS/MS

Abstract

Given the importance of emotions and feelings for human development, this research, with a qualitative approach (BOGDAN; BIKLEN, 1994), aimed to identify the theoretical and epistemological bases on emotions and feelings present in the Common National Curriculum Base (BNCC) and its influences on the perceptions and pedagogical practices of pre-school educators, from the Municipal Education Network of Três Lagoas, MS. The theoretical-methodological bases that support the study are the works of Vigotski and Marx, which helped to understand how educational processes are being worked from the development of neoliberal policies in a country with low industrialization, in the capitalist mode of production. The research had four stages. The first included the bibliographic and exploratory survey, for identification and analysis of scientific production on the topic addressed, as well as the delimitation of the research locus, the municipal education network of Três Lagoas-MS, specifically, the Child Education Centers and the early childhood educators who work in group 6 (children from 5 to 6 years old). The sensitization for the adhesion of the institutions was carried out, provided the necessary authorizations and the ethical care of the research.The second stage was carried out through a survey and analysis of documents on the development of the BNCC nationwide, in Mato Grosso do Sul and Três Lagoas. The third was based on conducting a focus group with the educators from group 6 (children aged 5 to 6 years) and the last step focused on the content analysis of the information obtained, according to the guidelines of Bardin (2016). Results obtained evidenced the articulation of educational policies with the World Bank (WB) and the association of national capital, at a federative level, to the curricular organization determined by competences and abilities from early childhood education. It was concluded that the Curriculum Guidelines for the Municipality of Três Lagoas center their curriculum on socio-emotional skills, including from early childhood education, the development of intrapersonal skills, hybrid skills and interpersonal skills. In this way, the articulation between the BNCC and CRMS guidelines is demonstrated, with the Curriculum Guidelines of the network under analysis. Situation that dialogues with the (re)structuring of capital, determined by neoliberal governments, in line with international bodies, which determines, in a singular scope, the implementation of the curriculum as a means of training flexible and resilient workers in Três Lagoas, MS . KEYWORDS: Educational Policies. BNCC. Feelings and Emotions. Child education.