ABSTRACT
This paper, derived from a wider research (Barricelli, 2012), aims at showing how three subjects report their process of elaborating the Orientações Curriculares - Expectativas de Aprendizagens e Orientações Didáticas - an official document developed by the City Hall of São Paulo focusing on Pre-School Education. These subjects experienced the process from different perspectives: first, the Prescriber, a well-known teacher and childhood researcher, who coordinated the group responsible for elaborating the document; secondly, the Trainer who took part in the group responsible for the coordinators' training to utilize the document and finally, the Teacher who represented the professionals from the Pre-School Education of the city of São Paulo, who actually implemented the document. In order to organize this paper, we report on the development of such process by following the same chronological order of the facts presented by the Prescriber in her interview, which was complemented by the Trainer's and the Teacher's reports. The results show numerous marked prescriptions and conflicts from different instances which influenced, to a higher or lower degree, the elaboration of the final version of the document.
Key-words:
teaching; Pre-School Education; prescription