Revista Nova Escola e os conhecimentos matemáticos na educação infantil, entre 2000 a 2017

Abstract

This research pertains to a dissertation project associated with the Graduate Program in Education [PPGEdu] and the research line “History of Education, Memory, and Society” at the Federal University of Grande Dourados [UFGD]. It examines the Nova Escola journal as a source, guided by the theoretical framework of the New Cultural History. Nova Escola is a widely circulated periodical, created and edited by the Victor Civita Foundation, aimed at education professionals. Its lifecycle began in March 1986, with print publication until mid-year 2019, when it transitioned to a digital platform. This study investigates the period from 2000 to 2017 of the aforementioned periodical, which marks significant advancements in Brazilian Early Childhood Education. Since the 1988 Constitution, the implementation and materialization of policies in Early Childhood Education have notably progressed. Throughout the 2000s, Nova Escola adapted to these advancements in basic education, expanding its coverage on early childhood education discussions and changing its slogan from “A revista do Ensino Fundamental” to “A revista do professor”, and later to “A revista de quem educa”. The temporal scope of the research extends to 2017, as this year marks the enactment of the Common National Curriculum Base [BNCC], completing the political pedagogical cycle of incorporating Early Childhood Education into the basic education system, initiated in 1996 with the emergence of the Law of Guidelines and Bases of Education [LDB]. This process was captured and discussed in the pages of Nova Escola through editorial changes in its slogans and the publication of covers, reports, and sections highlighting the importance of Early Childhood Education. The central issue of this investigation questions how representations of mathematical knowledge in Early Childhood Education were conveyed in this magazine. To address this and other underlying questions, the general objective is to understand the representations of mathematical knowledge in Early Childhood Education, as conveyed in and by the Nova Escola journal during the considered period. For the analysis, the concepts of representation by Chartier and strategy by Certeau are considered. After mapping the editions of the magazine, the identified data will be systematized and analyzed for documentation and writing about the representations of mathematical knowledge in Early Childhood Education conveyed by Nova Escola from 2000 to 2017.