Theoretical-methodological reflections on public policy approach in Child Education
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
Texto Completo: | https://revistas.uepg.br/index.php/retepe/article/view/11017 |
Resumo: | Abstract: In the context of the field of Educational Policy in Brazil, based on a research focused on the meanings of Early Childhood Education for a group of families present in a queue of register enrollments, this article articulates a set of theoretical and methodological references involving contributions of Stephen J. Ball in the dialogue with the context of the policies forwarded in the EI, immersed, from Bakhtin’s perspective, in social disputes implied with the many circulating sayings (and silencing). The emphasis on the references is intended to present reflections associated to the development of studies of the childhood education reality, in particular highlighting the theoretical and methodological possibilities regarding the right to childhood education. It concludes that, in the field of educational public policies, there are issues, which arise in the discussion of the right to education that encompass an expanded set of elements that refer to managers' initiatives, the demands of families, the needs of children, the configuration institutions and the provision of professionals. Therefore, the gathered references allow reflecting on the theme and call for recognition of the complexity of educational policies, supporting the proposition of more sensitive analyzes to the multiplicity of actors who affect Education, in particular the childhood education. Keywords: Educational Policy. Childhood Education. Theoretical frameworks. |
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Theoretical-methodological reflections on public policy approach in Child EducationReflexiones teórico-metodológicas sobre el enfoque de políticas públicas na la Educación InfantilReflexões teórico-metodológicas sobre a abordagem de políticas públicas na Educação InfantilAbstract: In the context of the field of Educational Policy in Brazil, based on a research focused on the meanings of Early Childhood Education for a group of families present in a queue of register enrollments, this article articulates a set of theoretical and methodological references involving contributions of Stephen J. Ball in the dialogue with the context of the policies forwarded in the EI, immersed, from Bakhtin’s perspective, in social disputes implied with the many circulating sayings (and silencing). The emphasis on the references is intended to present reflections associated to the development of studies of the childhood education reality, in particular highlighting the theoretical and methodological possibilities regarding the right to childhood education. It concludes that, in the field of educational public policies, there are issues, which arise in the discussion of the right to education that encompass an expanded set of elements that refer to managers' initiatives, the demands of families, the needs of children, the configuration institutions and the provision of professionals. Therefore, the gathered references allow reflecting on the theme and call for recognition of the complexity of educational policies, supporting the proposition of more sensitive analyzes to the multiplicity of actors who affect Education, in particular the childhood education. Keywords: Educational Policy. Childhood Education. Theoretical frameworks.Resumen: En el contexto del campo de la Política Educativa en Brasil, a partir de la investigación que enfocó los sentidos de la Educación Infantil (EI) a un grupo de familias presentes en una fila de vacantes para registro de matrículas, este artículo articula un conjunto de referencias teórico-metodológicas que involucra contribuciones de Stephen J. Ball en el diálogo con el contexto de las políticas encaminadas en la EI, inmersa, desde la perspectiva de Bakhtin, en las disputas sociales implicadas con los muchos dichos (y silenciamientos) en circulación. El destaque para los referenciales objetiva presentar reflexiones asociadas al desarrollo de estudios de la realidad de la EI, en especial, evidenciando posibilidades teórico-metodológicas referentes al derecho a la EI. Concluye que, en el campo de las políticas públicas educativas, se aglutinan cuestiones situadas en la discusión del derecho a la educación y que abarcan un conjunto ampliado de elementos que se refieren a las iniciativas de los gestores, a las demandas de las familias, a las necesidades de los niños, a la configuración de las instituciones y la provisión de profesionales. Así, los referenciales reunidos posibilitan reflexionar sobre el tema e instar el reconocimiento de la complejidad de las políticas educativas, sosteniendo la proposición de análisis más sensibles a la multiplicidad de los actores que afectan a la Educación, en particular, a la EI. Palabras clave: Política Educativa. Educación Infantil. Marcos teóricos.Resumo: No contexto do campo da Política Educacional no Brasil, a partir de pesquisa que focalizou os sentidos da Educação Infantil (EI) para um grupo de famílias presentes em uma fila de vagas para cadastro de matrículas, este artigo articula um conjunto de referenciais teórico-metodológicos envolvendo contribuições de Stephen J. Ball no diálogo com o contexto das políticas encaminhadas na EI, imersa, a partir da perspectiva bakhtiniana, em disputas sociais implicadas com os muitos dizeres (e silenciamentos) em circulação. O destaque para os referenciais objetiva apresentar reflexões associadas ao desenvolvimento de estudos da realidade da EI, em especial, evidenciando possibilidades teórico-metodológicas referentes ao direito à EI. Conclui que, no campo das políticas públicas educacionais, aglutinam-se questões, situadas na discussão do direito à educação, que abarcam um conjunto ampliado de elementos que se referem às iniciativas dos gestores, às demandas das famílias, às necessidades das crianças, à configuração das instituições e ao provimento de profissionais. Assim, os referenciais reunidos possibilitam refletir sobre o tema e instam o reconhecimento da complexidade das políticas educacionais, sustentando a proposição de análises mais sensíveis à multiplicidade dos intervenientes que afetam a Educação, em particular, a EI. Palavras-chave: Política educacional. Educação Infantil. Referenciais teóricos.UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe2018-03-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/retepe/article/view/1101710.5212/retepe.v.3.002Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 3 (2018); 1-182409-3696reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativainstname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)instacron:ReLePeporhttps://revistas.uepg.br/index.php/retepe/article/view/11017/209209209231Copyright (c) 2018 Revista de Estudios Teóricos y Epistemológicos en Política Educativainfo:eu-repo/semantics/openAccessAlves, Kallyne KafuriCôco, Valdete2020-04-09T15:44:46Zoai:uepg.br:article/11017Revistahttps://revistas.uepg.br/index.php/retepeONGhttps://revistas.uepg.br/index.php/retepe/oai||editores@relepeenrevista.org2409-36962409-3696opendoar:2020-04-09T15:44:46Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)false |
dc.title.none.fl_str_mv |
Theoretical-methodological reflections on public policy approach in Child Education Reflexiones teórico-metodológicas sobre el enfoque de políticas públicas na la Educación Infantil Reflexões teórico-metodológicas sobre a abordagem de políticas públicas na Educação Infantil |
title |
Theoretical-methodological reflections on public policy approach in Child Education |
spellingShingle |
Theoretical-methodological reflections on public policy approach in Child Education Alves, Kallyne Kafuri |
title_short |
Theoretical-methodological reflections on public policy approach in Child Education |
title_full |
Theoretical-methodological reflections on public policy approach in Child Education |
title_fullStr |
Theoretical-methodological reflections on public policy approach in Child Education |
title_full_unstemmed |
Theoretical-methodological reflections on public policy approach in Child Education |
title_sort |
Theoretical-methodological reflections on public policy approach in Child Education |
author |
Alves, Kallyne Kafuri |
author_facet |
Alves, Kallyne Kafuri Côco, Valdete |
author_role |
author |
author2 |
Côco, Valdete |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Alves, Kallyne Kafuri Côco, Valdete |
description |
Abstract: In the context of the field of Educational Policy in Brazil, based on a research focused on the meanings of Early Childhood Education for a group of families present in a queue of register enrollments, this article articulates a set of theoretical and methodological references involving contributions of Stephen J. Ball in the dialogue with the context of the policies forwarded in the EI, immersed, from Bakhtin’s perspective, in social disputes implied with the many circulating sayings (and silencing). The emphasis on the references is intended to present reflections associated to the development of studies of the childhood education reality, in particular highlighting the theoretical and methodological possibilities regarding the right to childhood education. It concludes that, in the field of educational public policies, there are issues, which arise in the discussion of the right to education that encompass an expanded set of elements that refer to managers' initiatives, the demands of families, the needs of children, the configuration institutions and the provision of professionals. Therefore, the gathered references allow reflecting on the theme and call for recognition of the complexity of educational policies, supporting the proposition of more sensitive analyzes to the multiplicity of actors who affect Education, in particular the childhood education. Keywords: Educational Policy. Childhood Education. Theoretical frameworks. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-03-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/retepe/article/view/11017 10.5212/retepe.v.3.002 |
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https://revistas.uepg.br/index.php/retepe/article/view/11017 |
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10.5212/retepe.v.3.002 |
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por |
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por |
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https://revistas.uepg.br/index.php/retepe/article/view/11017/209209209231 |
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Copyright (c) 2018 Revista de Estudios Teóricos y Epistemológicos en Política Educativa info:eu-repo/semantics/openAccess |
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Copyright (c) 2018 Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
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openAccess |
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application/pdf |
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UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe |
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UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe |
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Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 3 (2018); 1-18 2409-3696 reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativa instname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe) instacron:ReLePe |
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