Políticas educacionais e formação docente na educação infantil: uma análise do Programa Mesa Educadora para a Primeira Infância (2008-2017)

• Autor(a) principal: Castro, Moacir Silva De
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24354
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; Políticas Educacionais; Formação Docente; Educação Infantil; Educational policies; Faculty training; Early childhood education

This research has as a study object the educational policies oriented towards continuous training in early childhood education. Its goal is to investigate a proposal of a continuous training program called “Mesa Educadora para a Primeira Infância”, which aims to capacitate teachers and other scholar professionals to improve education in early childhood. Based on the analysis of materials offered by the program, it intends to identify how the educational policies implemented in Brazil between the end of the twentieth century and the beginning of the twenty-first century, which had the State and international agencies as proponents, interfere in the processes of faculty training in early childhood education. We assume that this program operates at work of the neoliberal agenda, implemented in Brazil over the last few years. The municipality of Araçariguama, in São Paulo, was chosen as the place of research, as it is where the researcher worked as a teacher and a pedagogical coordinator between 2009 and 2017. The timeline of the research starts in 2008 (the year that the proposal was implemented in the State de São Paulo) until 2017 (when the field research in Araçariguama ended). The results of the analysis confirm that the educational policies for early childhood in Brazil, especially the program “Mesa Educadora para a Primeira Infância”, are more geared towards meeting the guidelines of international organizations and economic interests of big groups, than solving urgent issues in early childhood education and faculty training