Os arranjos educacionais ofertados às crianças na Educação Infantil da Rede Municipal de São Paulo: transição, continuidade e descontinuidade

• Ano de defesa: 2022
• Autor(a) principal: Batista, Izolda Maria
• Orientador(a): Marin, Alda Junqueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação Infantil; Práticas pedagógicas; Transições; Currículo
• Palavras-chave em Inglês: Early childhood education; Pedagogical practices; Transitions; Curriculum
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/29639

The main goal of this study is to understand the processes that are carried out on the first phase of basic education, when the Children leave the Centros de Educação Infantil (CEI) and move on to the Escolas de Educação Infantil (EMEI), in São Paulo’s municipal educational system: how the Children’s transition from one term to another within the same educational stage is treated by the schools. Also, it aims to research how the schools organize and approaches these themes in its territory. Specific issues were analyzed through ways of implementing educational policies via curriculum. The theoretical basis includes authors such as: Leontiev and Luria (1977) Vigotsky (2007), Falk (2011), Moss (2011), Rinaldi (2018) Marin (2013; 2014) Stacioli (2013) and Lima (2011). The research was carried out with professionals from 17 schools (CEIs and EMEIs), who answered a questionnaire. There was also an interview with nine teachers, five educational supervisors and nine students’ Mothers. The documents were then transcribed. The empirical data reveal the Mothers’ concerns regarding the changes that happen in the Children’s different educational stages, especially with such different ways that each school organizes its work, how the system is organized, the degeneration in many aspects of education (such as teacher education, group management, number of Children, etc.). The Mothers give emphasis to the importance of being part of important decisions. The educational workers point out the problems in the way that educational policies are prepared and implemented, lack of knowledge about the policies, about what happens in the schools, revealing a lack of dialogue and a legislation that does not match with reality