Nombre: VANESSA GUIMARÃES ALVES
Fecha de publicación: 28/08/2026
Junta de examinadores:
Nombre |
Papel |
|---|---|
| ANDRE DA SILVA MELLO | Presidente |
| MARIA NILCEIA DE ANDRADE VIEIRA | Examinador Externo |
| RODRIGO LEMA DEL RIO MARTINS | Examinador Externo |
| VALDETE COCO | Examinador Externo |
| ZENOLIA CHRISTINA CAMPOS FIGUEIREDO | Examinador Interno |
Sumario: Democratic participation has become an aspirational horizon in the development of curriculum documents in Brazil, amid the tensions inherent in disputes within the arenas of public educational policies. Against this backdrop, this study aims to analyze, based on dialogic relations, the participation of different social actors in the contexts of influence, text production, and practice of the Curriculum Guidelines for Early Childhood Education of Vitória (Diretrizes Curriculares da Educação Infantil de Vitória – DCEIV). The specific objectives are: (1) to contextualize and problematize the DCEIV within the landscape of public policies for Early Childhood Education at the global, national, and municipal levels, highlighting the factors that influenced their development; (2) to understand how the DCEIV text production process evolved through dialogue with the narratives of the social actors involved and with the documents that permeated its development; and (3) to analyze the dialogic relations between the everyday practices of Physical Education teachers and the DCEIV in light of their narratives and texts produced after the publication of the municipal guidelines. The study is grounded in the theoretical and methodological assumptions of Bakhtin and the Bakhtin Circle, in dialogue with Stephen Ball’s (1994) Policy Cycle approach, Bordenave’s (1994) dimensions of participation, and Michel de Certeau’s (2014) concept of practices of appropriation in relation to the DCEIV, providing support for both the analytical procedures and the data production processes. A discursive corpus of concrete utterances—comprising documents and narratives (oral and written)—was constructed within the contexts of the DCEIV, establishing interlocutions anchored in Dialogic Discourse Analysis (DDA). The written narratives were produced through electronic questionnaires administered via Google Forms to professionals representing the different groups involved in the development of the DCEIV: teachers (trained in Physical Education, Arts, and Pedagogy), pedagogical coordinators, principals, and Early Childhood Education assistants, all working in Municipal Early Childhood Education Centers located across one of the nine administrative regions of the city of Vitória. The oral narratives were produced through interviews with pedagogical advisors for Early Childhood Education from the Municipal Department of Education of Vitória and through a focus group with Physical Education specialist teachers, totaling 41 participants. The documentary sources cover the period from 2006 to 2025, a twenty-year timeframe encompassing the motivation, conception, publication, and implementation of the DCEIV. The analytical process enabled the intersection of different written and spoken utterances at both macro and micro levels of the policy under investigation. Within the Context of Influence, the factors that drove the development of the DCEIV are associated with transformations in everyday educational practices that challenged the guiding documents in force at that time. In the Context of Text Production, it was possible to unveil the multiple voices in their institutional dimensions (the Municipal Department of Education and other government departments, the National Curriculum Guidelines for Early Childhood Education – DCNEI, and the National Common Curricular Base – BNCC), professional dimensions (teachers, pedagogical coordinators, and principals), social dimensions (children—through representation—and the university), and silenced dimensions (families and Early Childhood Education assistants). Within the Context of Practice, Physical Education teachers tactically appropriate the DCEIV to legitimize their pedagogical practices, rejecting the role of policy implementers in favor of becoming authors of curriculum policy. This movement inverts the hierarchical relationship between the prescribed curriculum and the lived curriculum, in which the participation of these teachers is carnivalized, as they do not merely observe the policy but actively live it. The findings point to the need for public policies focused on continuing professional development in order to keep the dialogic movement alive and open, functioning as a discursive orchestration of the participation of different subjects in the DCEIV policy. Through alterity, activated in dialogue with the other by means of different utterances (written and spoken), the multiple voices that constitute the dialogic relations of a curriculum policy become visible in their various dimensions. Thus, this study argues that democratic participation in curriculum public educational policies, when displaced from being understood as an attribute automatically inherent to the normative principle of democracy and reconceived as a dialogic, concrete, heteroglossic, and historically situated phenomenon, is revealed as a process of shared meaning-making constituted through interactions among subjects in the disputes that permeate different social arenas.
Keywords: Early Childhood Education; curriculum policies; participation; dialogic relations; Physical Education.
