Educational policy for Early Childhood education and mathematics education
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Abstract
This research aimed at identifying the influence of the Brazilian Curricular Directives for Early Childhood Education on teaching practices. Two procedures were used to collect information: documental analyses, besides interviews with teachers and coordinators in early childhood education public schools in São Paulo. Stephen J. Ball and Richard Bowe’s Policy Cycle Approach was used to analyze the documents. For the present study the context around the writing of the studied documents and the teaching practices were analyzed. Interview results showed that the professionals did not modify their traditional approaches to teaching, although they refer to the document as a national, unifying model for the educational documents of schools.
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