A educação infantil no papel: análise documental da legislação educacional da cidade de São Paulo (1999-2004)

• Autor(a) principal: Souza, Irene Garcia Costa de
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16285
• topic: Educação infantil; representações sociais; legislação; Educacao -- Leis e legislacao -- Sao Paulo (cidade); Educacao de criancas -- Sao Paulo (cidade); Representacao social; Children s education; social representations; legislation; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The aim of this paper is to research the view of children s education in the legal documents published in São Paulo municipality. The theoretical support of this study is the Social Representations Theory, formulated by Serge Moscovici. Such theoretical approach makes it possible to understand the documented communication about children s education in the legislation that rules and guides this level of education. Legal texts published in the Official Daily Record of the municipality and available on line on São Paulo City Hall website were taken as sources. The investigation period was limited from 1999 to 2004, in which, in São Paulo municipality, nurseries, institutions traditionally connected with social services, turn into part of the educational system composing the first phase of the basic education, children s education. The methodology used in this paper involved the analysis of the texts contents and the classification of the types of communication employed to the implantation of children s education. Making connections between the contents of various texts, this analysis identified different orientations that imply in different views of children s education. On the one hand, there are some orientations that show a pedagogic theoretical tendency through the Childhood Pedagogy and, on the other hand, normative orientations that disseminate a traditional view of the daily life in school institutions, defining procedures based on the school tradition. It can be concluded that the transfer of the nurseries does not create legal conditions to the desirable integration, which shows that there will be two phases remaining (nursery and preschool) in practice, with distinct realities and without the ideal interaction. Moreover, given the fact that the legal texts which control the implantation have a traditional view, it is possible to suppose that there will be the supremacy of this logic against the construction of a Childhood Pedagogy