Sentidos de cidadania a partir do direito à Educação Infantil: com a palavra, os familiares das crianças

• Autor(a) principal: Pessanha, Fabiana Nery de Lima
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/9961
• topic: Relative s Voices; Senses of Citizenship; Early Childhood Education; Right to Education; Vozes das Famílias; Sentidos de Cidadania; Educação Infantil; Direito à Educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present research had as objective investigate some senses of citizenship built by relatives of children s, from the guarantee of right of Childs Education to their children s by the municipal public power. The discussion whose topic about citizenship and right to Childs Education opens itself from the perspective of listening to the relatives of the children, reveals an reality yet observed of denial of that right, being in the objective field of lack of vacancies and of conditions yet unfavourable to that schooling, being on the plan that it s intendent to be universal, sometimes ambiguous, of the educational juridical speeches. I propose to the reader an reflection about the senses of citizenship present on the official speeches of some educative legislations, with the objective to problematize the monological and hegemonical tone through which the concept of citizenship have been expressed. The city of Maricá, located in the state of Rio de Janeiro, it s the central locus in which this discussion was built upon, have been chosen one of it s municipal units that attend to an group of children in Childs Education. This research presents some principal social-political characteristics, as well has some data and information about the politics for the Childs Education of this city. With greater evidence, the statements of the relatives of the children s compose the main strands of senses of citizenship that build in their experiences and expectations, starting from the schooling of their children. In this discussion, the relatives are comprehended in their subjectivities, in an emancipatory perspective, potencializing greater visibility to their ways of political participation around the right to Childs Education. As methodological referential, it was adopted the conception of qualitative methodology of investigation, anchor in the knowledge s built in articulation with the children s relatives, with which this research launched dialogue.