Dária Aparecida de Jesus Carvalho
Abstract:
This study focuses on national educational public policies for early childhood education analysis that took place in Caiapônia City, GO, from 2013 to 2016, especially the influences and developments in municipal documents that materialize in the care of children from 0 to 5 years old. Our research intention allowed us to reflect on educational public policies, especially those aimed at early childhood education from the Federal Constitution of 1988 and from the political context in which they arose and materialized; analyze historically the kindergarten in Brazil; make a survey of how the dimensions provided in the official documents have been developed in the schools of Caiapônia; and to understand if and how these policies materialize in the daily practice of municipal institutions, especially Proinfância. The reflection focuses on this stage of basic education - its importance and its social role - as a necessary action, because at first it played a more welfare role, directed to health problems, and less educational. The reflection considered data from legal documentation (Federal Constitution; Statute of Children and Adolescents; Guidelines Law and Bases of National Education; National Curriculum Reference for Early Childhood Education; National Curriculum Guidelines for Early Childhood Education; Basic Infrastructure Parameters for Institutions. National Quality Parameters for Early Childhood Education; municipal education plan and municipal organic law). This is a qualitative research with semi-structured interviews for employees and questionnaires for parents of institutions that serve children from 0 to 5 years. The theoretical-conceptual foundation of the research and recognition of early childhood education - which at least in the body of law goes from the care character to the educational sphere - included authors such as Arce and Jacomeli (2012), Kuhlmann Junior (1998), Saviani (2013), Faria (1999), Rosemberg (1994; 2002) and Kramer (1987). The results show that ensuring quality education for the age group 0–5 years and making national public policies reach the institutions and be understood as an important achievement of early childhood education in order to enable professionals to confront them with their municipal interface, because if welfare note in the educational documents of Caiapônia. Indeed, there have been theoretical and legal advances in early childhood education in general; In Caiapônia, we do not consider significant the advance in the implementation of such policies, including Proinfância, implemented in 2011. There was no solution to the problem addressed in the research described here, since the construction of another physical space did not cover the demand of children from 0 to 3 years old in Caiapônia. Moreover, there's a mismatch between what is said and what is done in relation to implementation of educational public policies that guarantee, in fact, the children's right to have quality education.
