O DIREITO À PARTICIPAÇÃO DAS CRIANÇAS NO COTIDIANO DAS INSTITUIÇÕES EDUCATIVAS DE GASPAR/SC: UMA ANÁLISE DOS PROJETOS POLÍTICOS PEDAGÓGICOS

This article is based on a master's degree research in education that aimed to analyze whether the right to children's participation in the daily planning of municipal public institutions of Early Childhood Education in Gaspar-SC is guaranteed in Pedagogical Political Projects. The research had as privileged sources three PPPs from the year 2012, randomly chosen from the period of implementation of the documents in the institutions, to understand the historicity of the trajectory experienced by the municipality and another sixteen PPPs, identified as the latest version in force in the institutions in the year 2020. In addition to the PPPs, the Municipal Network Pedagogical Proposal (Gaspar, 2010) was taken as sources; the e-book, Gaspar's Early Childhood Education: a proposal in constant reflection (Chiminelli, Dias e Silva) 2016); and the Guiding Document for the Preparation and/or Update of the Pedagogical Political Project (Gaspar, 2017). As interlocutors for the analyses, the (DCNEI) National Curricular Guidelines for Early Childhood Education (Brazil, 2010) were used; the (CBTC) Base Curriculum of the Catarinense Territory (Santa Catarina, 2019) and the (BNCC) Common National Curricular Base (Brazil, 2017). The methodology is based on a qualitative approach and the research is inscribed as an ethnography of archives/documents, from a documentary perspective, based on Frehse, (2005), Clifford (2016) and Oliveira and Barbosa (2019). At the end of the investigation, actions were registered in the institutions' PPPs that contemplate the right to children's participation. Among them, the organization of spaces, work with project methodology and assemblies held with the participation of children stand out.