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This paper presents the results of our analysis on the conception of childhood that guided the curriculum prescribed for early childhood education in each of the three versions of the National Curricular Common Base (BNCC). The study was developed in the Master's course linked to the Postgraduate Programa de Pós-Graduação em Currículo e Gestão da Educação Básica, of the Núcleo de Estudos Transdisciplinares em Educação Básica/UFPA. A documentary research, which focused on the BNCC versions, made public in 2015, 2016 and 2017. The results reveal that there is no explicit announcement of the conception of childhood that guides their curricular prescriptions, however, the analysis of the documents allows us to show that the conception of the child as a historical subject and subject of rights is present in them. It is inferred that the conception of childhood that considers the child as the protagonist remained in the three versions of the document that prescribes the national curriculum. [ABSTRACT FROM AUTHOR]

This article is the result of an ongoing research that covers the curricular practices in basic education. This research is based on the following question: “What were the official orientations stipulated to the curricular practices of teachers of the Municipal Education System of Belém”? Thus, its goal is to analyze the official orientations stipulated for the guidance of the curricular practices of teachers of the Municipal Education System of Belém during the Covid-19 pandemic. The research was developed through the use of a qualitative approach and it is a documental research. The data analysis was developed based on the content analysis. The theoretical construction is grounded on several authors such as Yin (2015), Roldão (2007), Franco (2008) e Sacristán (2017). Considering this scenario, We analyzed the document of the academic calendar approved by the Municipal Education Council of Belém, Resolution number 30-CME, report number 86/20, and the “Plan of return of the blended learning activities during the second semester of 2021: Belém, an educational and literate city”. The documents have curricular and pedagogical orientations as well as orientations that will be important to all the steps and categories of education. The stipulations in the document are applied and monitored by the Directory of Education of the Municipal Board of Education of Belém. During the two years of pandemic, the stipulations were increased, which resulted in good outcomes for the teaching-learning process. This process was changed in a collaborative, problem-posing and democratic perspective. This increase seeks the humanization, autonomy and the critical thinking of the individual in the process of education, especially during times of human vulnerability. [ABSTRACT FROM AUTHOR]

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