AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS

• Ano de defesa: 2020
• Autor(a) principal: Prieto, Lilian Medianeira
• Orientador(a): Ghisleni, Taís Steffenello
• Banca de defesa: Lunardi, Elisiane Machado, Santos, Eliane Aparecida Galvão dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Mestrado Acadêmico em Ensino de Humanidades e Linguagens
• Departamento: Ensino de Humanidades e Linguagens
• País: Brasil
• Palavras-chave em Português: Educação Infantil. Políticas Públicas. Gestão Escolar. Prática Pedagógica.
• Palavras-chave em Inglês: Early Childhood Education. Public policy. School Management. Pedagogical Practice.
• Área do conhecimento CNPq: Ensino
• Link de acesso: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/911

and/or compensatory, not really as a part of the educational system. Only after the Federal Constitution of 1988 (BRASIL, 1988) does it become the first stage of Basic Education, and the Law of Directives and Bases of National Education, 9394/96, recognizes its educational character. The changes proposed by the complementary legislation affect the routine of institutions that offer early childhood education and they contribute to the formulation of the problem of this research: How do public policies influence the (re)significance of the pedagogical practices of a specific school in Santa Maria, RS? In this study, the general objective is to understand the influence of public policies in the pedagogical practices of an institution that offers early childhood education in Santa Maria, RS, and, in a specific way, the study contextualizes the implications of public policies in the culture and organization of the environment at this school; it reflects on public policies for Early Childhood Education in the pedagogical, administrative and financial contexts of the school; it analyzes the adequacy of pedagogical practices to the paradigms of public policies aimed at this segment. The methodology used for this research has a qualitative approach with a case study. It focuses on a school located in the West area of Santa Maria, which, for document analysis, questionnaires and intensive direct observation. The document analysis is carried out on educational public policies for Early Childhood Education of macro and micro systems. The questionnaires cover all segments of the school community: representatives of daycare and kindergarten teachers, members of the School Council and members of the Parents and Teachers Association. Data analysis is referenced in the content analysis approach of Bardin (2011). Based on the results obtained, it can be concluded how the school has been transformed based on the laws of Early Childhood Education and it has been challenged to create its characteristic profile in the search for a distinction from the past as assistance-only to today's real schooling, which is a hallmark of Elementary Education.