Educação Infantil: Políticas Públicas e Práticas Educativas na Pré-escola de Escolas Municipais de Ensino Fundamental em Goiânia

• Ano de defesa: 2012
• Autor(a) principal: SOUZA, Rosiris Pereira de
• Orientador(a): BARBOSA, Ivone Garcia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: pré-escola; políticas públicas; educação infantil
• Palavras-chave em Inglês: pre-school; public policy; early childhood education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/2032

This research is one of several sub-projects within the broader project Public Policy and Early Childhood Education in Goiás: History, Conceptions, Projects and Practices, being carried out by the Center for Studies and Research into Early Childhood and Education in Different Contexts (NEPIEC) within the line of research Formation, Teacher Professionalization, Educational Practices of the Post-Graduate Program in Education at the Faculty of Education, Federal University of Goiás. It analyzes a theme of significance for school education: the relationship/connection between the pre-school and primary school and highlights policies implemented in recent decades and educational practices. The research focused on policies and educational practices and the relationship between the pre-school and the elementary school in the Municipal Education Network in Goiania. The dialectical materialist method for undertaking a bibliographic, documentary and empirical research was used as a reference. Tools for data collection included observations, field diaries, audio recordings and interviews. The theoretical reference for critical reflection and analysis of the object under study was based on authors with considerable scientific output, such as Azevedo (1964), Nagle (2001), Romanelli (1993), Shiroma (2011), Germano (1993) and Dourado (2010) in the field of educational policies; and Barbosa I. (2011), Barbosa M. (2006), Alves (2007), Arce (2008), Kramer (2003), Kuhlmann Jr. (2000), Schultz (1995), Rosemberg (1992), Haddad (2006), Cerisara (1999), Faria (1999) and Souza (2008) in the area of policies and educational practices for early childhood education. For the documental analysis, official documents on early childhood education prepared by the Education Ministry, the Education Secretariat and the Municipal Education Council of Goiânia were used. The empirical research was conducted in two phases. The first consisted of observations and records in five primary schools with pre-school classes while the second involved interviews and observations in one of the five schools selected in the first phase. From the data analysis, it could be said that, from a historical standpoint, in the drawing up of policies for children and early childhood education, the institutions (crèche, nursery, kindergarten and pre-school) distinguished themselves both in terms of this assistance, and in the way they followed paths different from those of compulsory schooling. At times, the foundation and maintenance of these institutions is justified, especially the pre-schools, precisely because of their connection with the later stages of education. Based on the field research, it was established that pre-schools set up within the schools take on the model of anticipating the content and practice of the elementary school. It was seen that to a certain extent educational policies for children are causing four-to-six-year-olds to move to primary schools in order to meet goals of expansion and universal attendance and to respond to the compulsory enrollment of children from the age of four and the requirement of literacy for children up to the age of eight. Finally, what stands out in the relationship established between pre-school and school is a preparation for future stages, the prevention of failure and anticipation of practices and the content of elementary school.