14 de July de 2026
At the end of February, LabEdu trainer Cecília Diniz defended her master’s dissertation at the USP School of Education (FEUSP), earning her master’s degree. The work is titled “Gender in the National Common Core Curriculum for Early Childhood Education: setbacks and possibilities for a democratic and plural Early Childhood Education.”
During her research, Cecília investigated how public policies for Early Childhood Education—especially the National Common Core Curriculum (BNCC)—address, or fail to address, gender inequalities. According to her, by excluding the term “gender,” the document not only silences essential debates but also intensifies the inequalities experienced by boys and girls in everyday educational settings. However, she notes that the BNCC also opens up possibilities for democratic and plural pedagogical work, as it reaffirms principles such as diversity and human rights. “By analyzing the different versions of the BNCC, my study seeks to understand the impacts of this exclusion and the gaps that allow the construction of more inclusive practices in Early Childhood Education,” the researcher explains.
For Cecília, there is strong synergy between the research developed during her master’s program and her work at LabEdu. “Over time at LabEdu, the exchanges and partnerships were fundamental to my training and to the paths I took in this research. The opportunity to reflect on the different aspects of early childhood education in our work certainly contributed to my master’s program, just as what I studied also had a fruitful impact on my work and my understanding of our proposal.”
The dissertation “Gender in the National Common Core Curriculum for Early Childhood Education: setbacks and possibilities for a democratic and plural Early Childhood Education” was supervised by Professor Cláudia Vianna, in USP’s Graduate Program in Education and Social Sciences, and will be available for download soon.