| dc.description.abstract | This research discusses the reform process of the national curricular policy, which culminated in the formulation of the Common National Curricular Base (BNCC). The formulation process was marked by a political context - impeachment of Dilma Rousseff and the participation of non-state actors, linked to the world of capital and, therefore, imposing neoliberal logics on educational policies. In this context of tension, the work sought to understand how human rights (DH), based on the National Guidelines for Education in Human Rights (DNpEDH), are being contemplated in the formulation of the policy, resisting the neoliberal rationality that prevails in recent reforms. of State. The qualitative research, built from field research, used the technique of interviews for data collection and was developed with teachers of Early Childhood Education - working in pre-school classes, in a city of German colonization in the region of Vale do Rio of the Bells. Thus, teaching perceptions about human rights were identified, in addition to the participation of actors and their discretion in the formulation and implementation of public policy. As a conclusion, the majority of Early Childhood Education teachers recognize the emergence of the theme and, although they are unaware of official texts, such as DNpEDH, they develop practices based on values that are consistent with the proposal. It is concluded that the DH consist of a project, that is, a way of building a societal project, in contrast to hegemonic currents, which seek to rank and impose neoliberal logics on educational policies. In addition, BNCC is observed in early childhood education (EI) as a document that will have the assignment of resisting policies that reduce the teaching role and authorship, but will contribute to the consolidation of the Early Childhood Education policy. | en |
