Políticas públicas para educação infantil: desafios e possibilidades da gestão no contexto da prática pedagógica com bebês

• Ano de defesa: 2023
• Autor(a) principal: Velozo, Dircelene de Siqueira
• Orientador(a): Sarturi, Rosane Carneiro
• Banca de defesa: Segat, Taciana Camara, Souza, Daiane Lanes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Administração
• País: Brasil
• Palavras-chave em Português: Política pública-BNCC; Currículo; Práticas pedagógicas; Bebês
• Palavras-chave em Inglês: Public policy-BNCC; Curriculum; Pedagogical practices; Babies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/29852

This Master's thesis in Education has the general objective of understanding how the teachers of Early Childhood Education, from a municipal public school of Early Childhood Education in the municipality of Santa Maria, created from the PROINFÂNCIA program, organize their pedagogical practice, considering the place of babies, as well as the spaces and possibilities directed to the school's Nursery class. The methodology adopts a qualitative approach, of the Case Study type, for studying characteristic aspects of the research object. Data collection was carried out through participant observation and semi-structured interviews. Data analysis was performed using content analysis, when the information and narratives of Early Childhood Education teachers, research subjects, were categorized. To contextualize the research, legal documents that guide public and educational policies were used, such as: The National Common Curricular Base (BRASIL, 2017a), the National Curriculum Guidelines for Early Childhood Education (BRASIL, 2010), and the Curricular Guiding Document of the territory of Santa Maria (SANTA MARIA, 2019). The studies that support this research are based on reflections on the theoretical contributions of authors such as Barbosa (2006, 2010), Horn (2004), Fochi (2013, 2015), Gobatto (2011), Oliveira (2019), Rinaldi (2012). It is understood that although there is lack of information about current public policies directed to the Early Childhood Education stage, the understanding of how babies learn is related to legal propositions. It was observed that the pedagogical practice with babies, on the part of some teachers, is still loaded with actions that prioritize care, based on concerns based on hygiene and food care, while others prioritize education, based on actions that depart from the interests and curiosities of babies, that respect the rhythm of each one, and awaken their potential.