Livro didático na educação infantil: sistematização de saberes e aprendizagens ou engessamento da prática docente?

Abstract

The textbook is a methodological resource that has been part of the history of education for centuries. Its presence in Early Childhood Education classrooms has not been a common practice in all Educational Systems until now. However, since 2022, the National Program for Textbooks and Educational Materials (PNLD) has started to include didactic works for this stage of schooling as a policy to be implemented nationwide. This research aims to discuss the role of textbooks in Early Childhood Education, problematizing teacher positions and practices, as well as the factors that influenced the decision to adhere to PNLD/2022 – Didactic Works. We start from the following guiding question: What knowledge and conditions influenced the decision of the Municipal Centers for Early Childhood Education in Montes Claros/MG to adhere to PNLD/2022, and what role did the textbook assume for teachers when using this resource with children? A qualitative and interpretative research was conducted. The research loci were the Municipal Centers for Early Childhood Education (Cemei’s). To produce data, instruments such as questionnaires, semi-structured interviews, participant observation, and document analysis were used. The participants are teachers working in these educational institutions and professionals who work(ed) in the management of Early Childhood Education in Montes Claros. As a result of the study, it was found that many factors influence the teachers' choice to use textbooks with children and that in-service continuing education is one of the most important aspects. Despite favorable positions towards using this didactic resource, participants oppose practices that anticipate Elementary Education.