Currículos de educação pré-escolar na RTNC, Nova Zelândia e Seychelles
uma análise comparativa
DOI:
https://doi.org/10.22633/rpge.v30iesp1.20897Palavras-chave:
Análise curricular comparativa, Educação infantil, Te Whāriki, Política educacionalResumo
O estudo tem como objetivo comparar e contrastar os currículos de educação pré-escolar na República Turca do Norte de Chipre (RTNC), na Nova Zelândia e em Seychelles, com foco na estrutura curricular, nas filosofias pedagógicas, nas estratégias de ensino, nas práticas de avaliação, no envolvimento da família e da comunidade e nas qualificações docentes em relação ao desenvolvimento das competências sociais e interpessoais das crianças. Foi empregada uma abordagem qualitativa de análise documental, envolvendo uma revisão sistemática de documentos curriculares oficiais, regulamentações legislativas e relatórios publicados por organizações internacionais. Os resultados mostram que os três países adotam abordagens centradas na criança e baseadas no brincar, que apoiam o desenvolvimento integral das crianças; no entanto, as formas como essas abordagens são concebidas e implementadas diferem de acordo com prioridades nacionais, culturais e educacionais. De modo geral, os achados sugerem que a educação pré-escolar na RTNC pode ser fortalecida a partir da incorporação de práticas reconhecidas internacionalmente, observadas na Nova Zelândia e em Seychelles, especialmente aquelas que enfatizam pedagogias centradas nas relações, fortes parcerias com as famílias e ambientes inclusivos de aprendizagem social.
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