A INSERÇÃO DE BEBÊS EM CRECHES: UM OLHAR PARA AS POLÍTICAS PÚBLICAS

• Autor(a) principal: Silva, Patricia Cristina Santos da
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/1041
• topic: Políticas Públicas; Educação Infantil; Creches; Bebês; Public Policies; Early Childhood Education; Child Daycare Centers; Babies; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This paper aims to discuss public child daycare centers in São Paulo municipality, especially in regard to the services provided to babies. Although the duration of early childhood is short, considering a 70-year life expectancy, it is a very important phase in the child s education, and it is the entire life of babies and small children (ROSENBERG, 2010). Nowadays in Brazil, babies join daycare centers when they are as young as four months of age, and they can remain in there for up to ten hours each day. In light of these, this research sought to understand the public policies involved in the provision of this public service, which, according to the Federal Constitution of 1988, is the first stage of Basic Education. Basic Education composes the Brazilian Childhood Education program, which is compulsory and a child s right, and should ensure, in complementation to family, the comprehensive development of young children. In this context, this research aimed to discuss the following questions: How do these daycare centers work? Which are the proposals for taking care of these babies? What are the public policies for this segment of education? The Constitution guarantees the enrollment of babies in daycare centers, but, is their education really guaranteed? Day care was only recently bound to the educational scope, and now it is challenged to understand its new role, build new conceptions and detach itself of the image of being mere providers of welfare and hygienists practices for babies and small children. Such conceptions are not explicit in public policies, but become effective in the daycare center practices, and in the educational spaces and processes designed to receive the baby. This research allowed us to infer that, despite progresses on the educational services offered for early childhood, society in general is not yet completely aware of the importance of quality education for young children and its impact on the education of the human being. Public policies should try to overcome this gap, since it demands actions at different levels and aspects of the daycare education, from teacher s training and recognition to infrastructure and lack of vacancies. The importance of this research is highlighted due to the small number of existing studies discussing such policies for the education of babies in day care centers.