Educação Infantil em contextos rurais: perspectivas presentes na produção acadêmica da última década (2000-2010)

• Autor(a) principal: Miranda, Denise Rangel
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10423
• topic: Childhood; Educational politics; Rural early childhood education / field; Educação infantil rural/do campo; Educação; Infância; Política Educacional; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The recognition of early childhood education as a social right of children is indeed recent in the Brazilian educational scenario and can be understood from the political context of social organization by law is indigenous to the struggles for democratization of the country. Thus, the Children's education has proven to be a growing field of interest investigations and claims of social movements. Treatment of this level of teaching, in research and in debates is a task that has been reinforced in recent decades as a result of changes in the contemporary world, which bring to the fore the challenges of thinking about this step in the face of many childhoods that are presented to us. It is this movement that interests the group of Childhood Studies and Professor Knowing when investigates the production of knowledge about the Brazilian children in their various contexts. The treatment of childhood as a subject of investigation is a brand of the group, which seeks, in their research, the production of childhood, based on the understanding of the child as a social construction. Through the basic principles of sociology of childhood, with the understanding of children as social and child actors as social category of generational type, in order to overcome the assumption that children are mere objects of social knowledge to achieve understanding of them as subjects of knowledge, the main challenge taken up this research was to seek the outlook on children's early childhood education in rural settings were present in the productions of the last decade, from 2000 to 2010, which were taken as this paper studies field formed the contours of a qualitative research on the construction of the analysis was done through childhood categories, rural education and rural education. There was a literature review whenever necessary to make it possible to build a theoretical and conceptual basis on children and on public policies for education of children up to six years, with a focus on rural context. The survey of the work took place with consideration of data contained in the book "National Academic production on child education of children living in rural areas (1996-2011)". The field of this thesis involved the production of theses and dissertations of the last decade. Through the analysis of the productions it was revealed that there was an understanding on the part of most authors, that early childhood education constitutes a right that children were recognized as subjects of rights. Other perceptions led to the understanding that progress is needed in terms of overcoming rural education in the constitution of a rural education that meets indeed the aspirations of the people of the field