A REVIEW OF LANGUAGE IN THE CURRICULAR REFERENCE FOR EARLY CHILDHOOD EDUCATION UNDER THE PERSPECTIVE OF HISTORICAL AND CULTURAL THEORY

Abstract

This paper discusses the Curricular Reference for Early Childhood Education in the context of educational policies of the 1990s in Brazil. The purpose is to analyze the language of proposed content as didactic work for children 4-6 years. The appropriation of Vygotsky's theory by neoliberal policies and their incorporation to the current educational proposals have been the subject of many reflections, as in the 1990s education and childhood became the focus of attention of governments and of the public policies. In order to clarify the contradictions that are in the process of material production of the human life, from that period, we hereby present the historical categories of Marx that underlie the materialist conception of history and Vygotsky, who used the same methodology to create the cultural-historical theory of the human psyche. We based the language on that theory and analyzed the conception of language proposed in Reference. The analysis showed that there is some use of part of Vygotsky's ideas; however, his theory is dropped from consideration. He is, therefore, seen as a constructivist author. The appropriation of part of his ideas features a redefinition of contents and an ideological use of his theory. The review also pointed to the didactic proposal with the spoken and written language, in the Reference, which is an approach with the contents worked in higher grades of elementary school.