O Movimento Interfóruns de Educação Infantil do Brasil (MIEIB) e a política de educação infantil

• Ano de defesa: 2019
• Autor(a) principal: ALMEIDA, Karla Wanessa Carvalho de
• Orientador(a): RODRIGUES, Cibele Maria Lima
• Banca de defesa: VIEIRA, Lívia Maria Fraga, SOUTHWELL, Myriam Monica, SANTANA, Moisés de Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/57462/001300000946m
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
• Departamento: UFRPE - FUNDAJ
• País: Brasil
• Palavras-chave em Português: Educação infantil; Movimento social; Política educacional; Discurso
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8268

In recent years Brazilian Early Childhood Education has engendered a process of political identity as the first stage of basic education. At the same time, as part of the construction of politics, the Inter-Forums Movement of Early Childhood Education in Brazil presented itself as a political subject with active influence not only in the proposition of the political agenda of early childhood education, but also in the meanings that became hegemonic in the discourses in the texts of Brazilian childhood education policies in recent years. In this sense, the objective of our research is to understand discursive displacements in the Early Childhood Education Policy, based on MIEIB's relationship with the federal government during the mandates of Fernando Henrique Cardoso, Luiz Inácio Lula da Silva and Dilma Vana Rousseff. In this perspective, Ernesto Laclau's political theory, Ball's cycle of politics and Chantal Mouffe´s contributions as well as theoretical references of social movements and collective action, developed by Alberto Melucci and Maria da Gloria Gohn are considered by us as possibilities of significance in the field of educational policies for children. Our qualitative research combined documentary research, observations and interviews. In this metric, the Early Childhood Education Policy is dimensioned as discourse, text and practice, its displacements or fluctuations derive from articulations between governmental discourses and MIEIB discursive practices. These fluctuations act in the meaning and sense fields produced by articulation/conection around significant voids-nodal point. Childhood as a central nodal that will sediment the child's significant and early childhood education as peripheral nodal. Thus, the focus of the research includes a discussion about the historicity of educational care from the twentieth century and the constitution of MIEIB as a social movement in favor of Early Childhood Education. In this context, the discourses constructed by both governments and the movement are perceived within the sociopolitical relations and the logics that organize them in the processes of hegemony and antagonism. We apprehended that MIEIB´s discourse was constructed from a social demand with more active interlocution of reality exploration. In this regard, we highlight the educational character of MIEIB, and the political and epistemic community of its organic intellectuals. And in this sense, their actions and positions moved during this period of 20 years by a claiming, proposing and mediating posture in the defense of children's rights to a quality education. From their relationship with the Lula and Dilma governments, institutional spaces were resized in the Coordination of Early Childhood Education at the Ministry of Education, COEDI-MEC. Previously, in these spaces diffused discourses circulated between care and anticipation of schooling. With the MIEBI-COEDI dialogue, these places began to advocate a dimension of law, materializing this new conception in new directions for access to professional training and the quality of early childhood education.