Contradições na concepção de formação humana nas políticas de Educação Infantil no Brasil: o que revelam os documentos do período de 2003 a 2010

• Autor(a) principal: Lamare, Flavia de Figueiredo de
• 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/1/14793
• topic: Childhood Education. Historical-Critical Pedagogy. Pedagogy of Childhood. Pedagogy of Competencies. Education and State; Educação Infantil; Pedagogia Histórico-Crítica; Pedagogia da Infância; Pedagogia das Competências; Educação e Estado; Educação de crianças; Pedagogia; Desempenho em crianças; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS

This thesis aims to identify and analyze the key elements constitutive to the comprehension of human formation in its complexity , that guide the public policy for Childhood Education in Brazil during the period from 2003 to 2010. Against the verification that there's a predominance of studies, in this field, that don t consider neither the need for comprehending reality in its totality nor the contradiction, this study starts with the hypothesis that the policy for Childhood Education, the way it has been implemented, is intended to disseminate a conception of formation, based on spontaneity and relativism, through singular processes of subjectivizing. Thus, it is propagated a formation whose main motto is learning and learning , which is used since New School and has been modernized by the Pedagogy of Childhood. In addition, it is highlighted the renewal of means of domination from neoliberal capitalism, stablishing a link between the Brazilian case and the international political economy. The analyzed documents present arguments that define an epistemological base in the policy related to the Pedagogy of Childhood and the Pedagogy of Competencies, supported by pragmatism. The principles that guide this stage of Basic Education and that should be the base for the policies must come from the real human being and from the economic and social conditions they live in. By emphasizing the recognition of childhood experiences in Childhood Education, the Childhood Pedagogy and the publications from the Ministry of Education place the pedagogical work in second plan, instead of leveraging it to create conditions for overcoming the social conditions in which children are living. Thus, it also opens the way so that the conceptions based on the studies from economists and neuroscientist working for socially responsible private companies can keep considering this stage of education as a form of educational success in the future by the development of competencies and skills or as a form of avoiding possible social risks resulting from the situation of social inequity to which children are exposed