O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11533 |
Resumo: | The state program Creche Escola intends to expand early childhood education services primarily in areas with greater social vulnerability and shortage of vacancies, through an agreement signed between the State of São Paulo and the associated São Paulo municipality under the constitutional system of collaboration. While the purpose of this program is the construction and equipping of early childhood education units for municipalities with state resources, the state starts to act in a modality that is not mandatory, which instigated us to investigate the conception(s) of early childhood education involved in the program, taking into account the state perspective and the municipal perspective, based on the case study of Araraquara/SP (2011-2018). For this purpose, we conducted a qualitative data study, a case study, whose methodological path involved the execution of ethical procedures, bibliographic, documentary and empirical characters, manifested through a semi-structured interview. The state proposal is significant when it is proposed to finance early childhood education units, given the high demand for vacancies and the municipal recourse limitations to offer them properly. However, the Creche Escola, anchored in the precepts of the New Public Management, denotes a private view of care, notably by targeting especially the most vulnerable and by idealizing a practical architectural project at minimum cost. Not by chance, as seen, that such architectural design does not conceive the pedagogical specificities of the young child, since, taking the economic logic into consideration, it represents the impoverishment of the school infrastructure, which is reduced to a space of shelter and care for toddlers and a space that prepares primary education for the older children, leaving aside the fun and the playfulness and giving their underprivileged children a poor education. However, in practice, despite the fact that the municipality has to follow the building project according to the definitions and conceptions of the state, Araraquara, for its solid history in early childhood education, with its own architectural design and a standard child care, tries to print in spaces of the Creche Escola unit a conception of similar education, which does not separate education and caring, relating both to fun and playfulness. As we have seen, within the Creche Escola Program, the pedagogical and administrative work of the new units are responsibility of the municipality, according to its network and its conceptions, so that there is a tendency for the Program to sustain various conceptions of early childhood education under the same architectural design, depending on the associated municipality. |
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Perea, Nayane MorenoRamos, Géssica Priscilahttp://lattes.cnpq.br/2573340489166336http://lattes.cnpq.br/642485236638931686c8dc49-cf7c-4382-823e-9cb5c88a55bb2019-07-18T19:53:26Z2019-07-18T19:53:26Z2019-02-25PEREA, Nayane Moreno. O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11533.https://repositorio.ufscar.br/handle/ufscar/11533The state program Creche Escola intends to expand early childhood education services primarily in areas with greater social vulnerability and shortage of vacancies, through an agreement signed between the State of São Paulo and the associated São Paulo municipality under the constitutional system of collaboration. While the purpose of this program is the construction and equipping of early childhood education units for municipalities with state resources, the state starts to act in a modality that is not mandatory, which instigated us to investigate the conception(s) of early childhood education involved in the program, taking into account the state perspective and the municipal perspective, based on the case study of Araraquara/SP (2011-2018). For this purpose, we conducted a qualitative data study, a case study, whose methodological path involved the execution of ethical procedures, bibliographic, documentary and empirical characters, manifested through a semi-structured interview. The state proposal is significant when it is proposed to finance early childhood education units, given the high demand for vacancies and the municipal recourse limitations to offer them properly. However, the Creche Escola, anchored in the precepts of the New Public Management, denotes a private view of care, notably by targeting especially the most vulnerable and by idealizing a practical architectural project at minimum cost. Not by chance, as seen, that such architectural design does not conceive the pedagogical specificities of the young child, since, taking the economic logic into consideration, it represents the impoverishment of the school infrastructure, which is reduced to a space of shelter and care for toddlers and a space that prepares primary education for the older children, leaving aside the fun and the playfulness and giving their underprivileged children a poor education. However, in practice, despite the fact that the municipality has to follow the building project according to the definitions and conceptions of the state, Araraquara, for its solid history in early childhood education, with its own architectural design and a standard child care, tries to print in spaces of the Creche Escola unit a conception of similar education, which does not separate education and caring, relating both to fun and playfulness. As we have seen, within the Creche Escola Program, the pedagogical and administrative work of the new units are responsibility of the municipality, according to its network and its conceptions, so that there is a tendency for the Program to sustain various conceptions of early childhood education under the same architectural design, depending on the associated municipality.O Programa estadual Creche Escola objetiva ampliar o atendimento na educação infantil prioritariamente em áreas com maior vulnerabilidade social e déficit na oferta de vagas, mediante convênio firmado entre o Estado de São Paulo e o município paulista aderente, sob o regime constitucional de colaboração. Ao passo que o objeto deste é a construção e equipagem de unidades de educação infantil para os municípios com recursos estaduais, o estado passa a atuar numa modalidade que não lhe é obrigatória, o que nos instigou a investigar a(s) concepção(ões) de educação infantil envolvida(s) no Programa, levando em consideração a perspectiva estadual e a perspectiva municipal, a partir do estudo do caso de Araraquara/SP (2011-2018). Nesse propósito, realizamos um estudo de abordagem qualitativa dos dados, do tipo estudo de caso, cujo caminho metodológico contou com a execução de procedimentos éticos, a análise bibliográfica, a análise documental e a pesquisa empírica, manifesta por meio de entrevista semiestruturada. A proposta estadual é significativa ao se propor financiar unidades de educação infantil, haja vista a alta demanda de vagas e as limitações recursais municipais para oferecê-las a contento. Entretanto, o Creche Escola, ancorado nos preceitos da Nova Gestão Pública, denota uma visão privada de atendimento, especialmente por meio da focalização aos mais vulneráveis e pela idealização de um projeto arquitetônico executável ao mínimo custo. Não por acaso, como visto, tal projeto arquitetônico não concebe as especificidades pedagógicas da criança pequena, já que, sob a lógica economicista, representa o empobrecimento da infraestrutura escolar, que se resume ao espaço de guarida e cuidado às crianças bem pequenas e ao espaço preparatório do ensino fundamental às crianças maiores, deixando de lado o brincar e a ludicidade e destinando ao seu público – as crianças carentes –, uma educação infantil também carente. Todavia, na prática, apesar de o município ter que acatar o projeto predial segundo as definições e concepções do estado, Araraquara, por já possuir uma história sólida na educação infantil, tendo um projeto arquitetônico próprio e um atendimento infantil padrão, tenta imprimir nos espaços das unidades do Creche Escola uma concepção de educação similar, que indissocia educar e cuidar, relacionando ambas ao brincar e à ludicidade. Assim, como notamos, dentro do Programa Creche Escola, a condução dos trabalhos pedagógicos e administrativos das novas unidades cabe ao município, de acordo com sua rede e suas concepções, de modo que há a tendência de o Programa sustentar variadas concepções de educação infantil sob o mesmo projeto arquitetônico, a depender do município aderente.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarPrograma Creche EscolaPolítica Educacional PaulistaEducação InfantilCreche Escola ProgramEducational Politics of the State of São PauloEarly Childhood EducationCIENCIAS HUMANAS::EDUCACAOO Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o MunicípioThe Creche Escola Program and its conception(s) of early childhood education: between the State and the Municipalityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600dec501b4-12d1-461a-85b5-64365e78c5a3info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALVERSÃO FINAL_Dissertação_Nayane.pdfVERSÃO FINAL_Dissertação_Nayane.pdfapplication/pdf1806269https://repositorio.ufscar.br/bitstream/ufscar/11533/1/VERS%c3%83O%20FINAL_Disserta%c3%a7%c3%a3o_Nayane.pdfc6c5e7332f3fc21f51a732c703405de5MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/11533/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54TEXTVERSÃO FINAL_Dissertação_Nayane.pdf.txtVERSÃO FINAL_Dissertação_Nayane.pdf.txtExtracted texttext/plain489301https://repositorio.ufscar.br/bitstream/ufscar/11533/5/VERS%c3%83O%20FINAL_Disserta%c3%a7%c3%a3o_Nayane.pdf.txt1e49ecb2033c51279cf08ddc0aaf7a34MD55THUMBNAILVERSÃO FINAL_Dissertação_Nayane.pdf.jpgVERSÃO FINAL_Dissertação_Nayane.pdf.jpgIM Thumbnailimage/jpeg6628https://repositorio.ufscar.br/bitstream/ufscar/11533/6/VERS%c3%83O%20FINAL_Disserta%c3%a7%c3%a3o_Nayane.pdf.jpge64fff2f1fd3bc613e3ebe9589d170e7MD56ufscar/115332023-09-18 18:31:13.616oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:13Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município |
dc.title.alternative.eng.fl_str_mv |
The Creche Escola Program and its conception(s) of early childhood education: between the State and the Municipality |
title |
O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município |
spellingShingle |
O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município Perea, Nayane Moreno Programa Creche Escola Política Educacional Paulista Educação Infantil Creche Escola Program Educational Politics of the State of São Paulo Early Childhood Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município |
title_full |
O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município |
title_fullStr |
O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município |
title_full_unstemmed |
O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município |
title_sort |
O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município |
author |
Perea, Nayane Moreno |
author_facet |
Perea, Nayane Moreno |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/6424852366389316 |
dc.contributor.author.fl_str_mv |
Perea, Nayane Moreno |
dc.contributor.advisor1.fl_str_mv |
Ramos, Géssica Priscila |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2573340489166336 |
dc.contributor.authorID.fl_str_mv |
86c8dc49-cf7c-4382-823e-9cb5c88a55bb |
contributor_str_mv |
Ramos, Géssica Priscila |
dc.subject.por.fl_str_mv |
Programa Creche Escola Política Educacional Paulista Educação Infantil |
topic |
Programa Creche Escola Política Educacional Paulista Educação Infantil Creche Escola Program Educational Politics of the State of São Paulo Early Childhood Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Creche Escola Program Educational Politics of the State of São Paulo Early Childhood Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The state program Creche Escola intends to expand early childhood education services primarily in areas with greater social vulnerability and shortage of vacancies, through an agreement signed between the State of São Paulo and the associated São Paulo municipality under the constitutional system of collaboration. While the purpose of this program is the construction and equipping of early childhood education units for municipalities with state resources, the state starts to act in a modality that is not mandatory, which instigated us to investigate the conception(s) of early childhood education involved in the program, taking into account the state perspective and the municipal perspective, based on the case study of Araraquara/SP (2011-2018). For this purpose, we conducted a qualitative data study, a case study, whose methodological path involved the execution of ethical procedures, bibliographic, documentary and empirical characters, manifested through a semi-structured interview. The state proposal is significant when it is proposed to finance early childhood education units, given the high demand for vacancies and the municipal recourse limitations to offer them properly. However, the Creche Escola, anchored in the precepts of the New Public Management, denotes a private view of care, notably by targeting especially the most vulnerable and by idealizing a practical architectural project at minimum cost. Not by chance, as seen, that such architectural design does not conceive the pedagogical specificities of the young child, since, taking the economic logic into consideration, it represents the impoverishment of the school infrastructure, which is reduced to a space of shelter and care for toddlers and a space that prepares primary education for the older children, leaving aside the fun and the playfulness and giving their underprivileged children a poor education. However, in practice, despite the fact that the municipality has to follow the building project according to the definitions and conceptions of the state, Araraquara, for its solid history in early childhood education, with its own architectural design and a standard child care, tries to print in spaces of the Creche Escola unit a conception of similar education, which does not separate education and caring, relating both to fun and playfulness. As we have seen, within the Creche Escola Program, the pedagogical and administrative work of the new units are responsibility of the municipality, according to its network and its conceptions, so that there is a tendency for the Program to sustain various conceptions of early childhood education under the same architectural design, depending on the associated municipality. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-18T19:53:26Z |
dc.date.available.fl_str_mv |
2019-07-18T19:53:26Z |
dc.date.issued.fl_str_mv |
2019-02-25 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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PEREA, Nayane Moreno. O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11533. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11533 |
identifier_str_mv |
PEREA, Nayane Moreno. O Programa Creche Escola e sua(s) concepção(ões) de Educação Infantil: entre o Estado e o Município. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11533. |
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Programa de Pós-Graduação em Educação - PPGE |
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Universidade Federal de São Carlos Câmpus São Carlos |
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