A diluição do sentido público da/na educação infantil: problematizando a privatização educacional em diálogo com Hannah Arendt

• Autor(a) principal: Portes, Alana Dourado
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/12495
• topic: Educação; privatização; Educação infantil; Sentido público; Hannah Arendt; Formação humana

This work investigates the dilution of the public meaning of/in education by means of an exploratory study carried out via bibliographical research, with a systematic integrative method, of theses and dissertations that discuss privatization experiences in early childhood education. It aims to analyze how privatization processes have reverberated in early childhood education and constituted a herald in the formulation of its policies, diluting its public meaning. The research identifies and analyzes 19 theses and dissertations defended between 2016 and 2022 that discuss the insurgency of private programs within public early childhood education institutions. It presents the effects of the permeability of borders between the public and private sectors on daycare and preschool, through theoretical references such as Adrião (2022; 2020), Peroni (2021), Freitas (2019) and Laval and Dardot (2016; 2017), among others. With Arendt (2020; 2019), Carvalho (2017a; 2017b; 2008) and Almeida (2011) weaves a reflective effort around the meaning of the public sense of education and the consequences of its emptying in the face of the disturbance of privatizations on early childhood education. It identifies that, although the researches analyzed present alarming questions about the negative effects of privatizations in daycare and preschool, the gap in works that discusses the effects of privatizations on children's education is an important aspect of problematization. It confirms the research hypothesis and concludes that educational privatizations, in addition to diluting the public meaning of education, represent a latent threat to the constitution of children and early childhood education professionals since, instead of dealing with the formation of their subjectivities, they establish logics that are foreign to early childhood education, such as competitiveness, individualism, precarious teaching work and child care. In dialogue with Arendt, this work re-signifies the human formation processes, giving centrality to the public dimension of this experience and points to the need for an education whose horizon is referenced in public virtues, which reflects on a constitution of subjects with a deep ethical and political sense, since childhood education.