1. Competence/Methodological Rigor |
1.1 Identify; reading; processes; writing; elements; skills; analysis; construction; linguistic; measures. |
1.2.1 Use, propose, and/or implement solutions (processes and products) involving different technologies to identify, analyze, model, and solve complex problems in various areas of everyday life, effectively exploring logical reasoning, computational thinking, investigative spirit, and creativity (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 41, emphasis added). 1.2.2 Utilize various software tools and applications to help understand and produce content across various media, simulate phenomena and processes from different knowledge areas (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 41, emphasis added). 1.2.3 Record observations, manipulations, and measurements using multiple languages (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 75, emphasis added). 1.2.4 It is expected that these indications can guide schools to strengthen actions that ensure students’ transposition of knowledge, skills, attitudes, and values (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 45, emphasis added). |
2. Engagement |
2.1 Relations; understanding; development; cultures; situations; problems; recognize. |
2.2.1 In this way, it affirms the commitment to students’ development in their intellectual, physical, socioemotional, and cultural dimensions, listing the essential competences and skills for their participation in contemporary society and its complex, multifaceted, and uncertain scenarios (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 28, emphasis added). 2.2.2 Theater contributes to contextualizing knowledge and artistic practices. They allow understanding the relationships between subjects’ times and social contexts in their interaction with art and culture (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 213, emphasis added). 2.2.3 Childhood refers not only to chronological time, a stage of development, but also to a social and symbolic place constructed in different cultures. Therefore, it is necessary to talk about childhood in the plural, respecting the diversity of local cultures (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 51, emphasis added). 2.2.4 Its study should enable students to understand the world they live in and develop the ability to describe, represent, locate themselves; study their position and movements; identify shapes and relationships between elements of flat and spatial figures, thus developing geometric thinking (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 321, emphasis added). |
3. Defense of Autonomy |
3.1 Life; different; world; performance; practices; knowledge; work; times. |
3.2.1 Living, learning, and relating in this new context require greater autonomy and mobilization of individuals’ competences to access, select, and construct viewpoints in the face of a substantial volume of information and knowledge available, to seek creative solutions, and make choices consistent with their life projects and the impact of these choices (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 29, emphasis added). 3.2.2 This phase of life cannot be seen as static but as a process that produces constitutive marks of subjectivity, establishing ways of being, existing, and acting in the world (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 52, emphasis added). 3.2.3 To fully perform the role of an Early Childhood Education teacher, it is essential to learn to interpret ongoing processes and understand children’s perceptions, ideas, and thoughts about the actions of adults and their peers (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 57, emphasis added). 3.2.4 In times of rapid and significant changes, the school has strengthened as a privileged space for the experience of self-awareness, identity construction, and life projects; for authorship, critique, and creativity in knowledge production; and for participatory, collaborative, and co-responsible practices within the local and planetary context (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po...
, p. 31, emphasis added). |