CURRICULUM IN CHILD EDUCATION: WHAT DO TEACHERS THINK?

We aimed to understand the conception of curriculum constituted by teachers of Early Childhood Education of the public network of Crato County, in Ceara. We used a case study developed through the Discourse of the Collective Subject, which is based on the Theory of Social Representations, with the attribution of sense to subjects to treat data such as oral narratives collected in semi-structured interviews with nine teachers of Early Childhood Education. The analysis was based on the creation of discursive axes organized by groups of social actors based on the anchorages for the creation of Discourses of the Collective Subject. We found that there is a need to broaden the discussion about the curriculum in the school since teachers do not perceive this category as a social artifact and, although they consider it an important element, understanding is insipient to foment good work in Education Child.