A educação infantil no estado da Paraíba: entre a subjetividade do direito e o real concreto

• Autor(a) principal: Pereira, Mônica de Fátima Silva Cavalcante
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/31397
• topic: Educação infantil; PNE - Plano Nacional de Educação; Políticas públicas - Financiamento; Direito subjetivo; Early Childhood Education; The National Education Plan; Public policies - Financing; Subjective law; Educación Infantil; Plan Nacional de Educación; Derecho subjetivo; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Brazil has accumulated, for centuries, a historic debt with regard to rights of early childhood children. In the educational field, the Federal Constitution of 1988 represented a milestone in recognizing such children as subjects of rights. In 1996, the Law Guidelines and Bases of National Education (9394/1996) defined the Early Childhood Education as the first stage of Basic Education, and from then on, a normative framework was gradually established in the country as a way of respond to the contradictions generated by the struggles of socially constituted groups and which defend the realization of these rights. The National Education Plan (Brasil, 2014) integrates this framework and establishes as its first goal, the expansion of service of enrollments from 0 to 3 years old and the universalization of enrollments for children aged 4 to 5 years, with this task being up to the counties. Being the stage with the greatest deficit of service, therefore, the one with the greatest need for financing: the expansion of percentage of the Gross Domestic Product (GDP) to at least 10%, it becomes urgent and unpostponable. However, Constitutional Amendment number 95 of 2016 appears to make the achievement of this goal, even with the approval of the new Fund for the Maintenance and Development of Basic Education and the Valorization of Education Professionals. This research is located in this context, in which rights are subjective and create subjects of law equally subjective. But this subjectivity does not correspond to the concrete reality, which results in a succession and accumulation of normative acts, without the materiality necessary. This time, the research on screen deals with an exploratory study carried out in four counties that represent the group called Mesoregions of the State of Paraíba, and its central objective is to analyze the fulfillment of Goal 1 of the National Education Plan (2014- 2024) given this situation of contradictions between the subjectivity of children's rights and the concrete real, highlighting, mainly, the importance of financing the stage. In this sense, it addresses historical and cyclical aspects of Early Childhood Education in Brazil, in an attempt to capture the education movement in the four counties and the place that the segment occupies, identifying the main challenges for consolidation of such rights. The empirical research has as its time frame the years of 2015 to 2022, whose quantitative and qualitative data collection was carried out in three sources of online systems: documentary, statistical and financial. The data collected were organized, analyzed and treated in the light of historical-dialectical materialism. From this idea, we take as categories of analysis the historical-dialectic method contradiction, praxis, and concrete totality. As specific categories of phenomenon studied, we highlight the financing of Education and Public Policies. The results achieved demonstrate that the theory of the right to Early Childhood Education, for subjective as it may seem, corresponds to a material determination of the reality, although with serious limitations, resulting mainly from insufficient financing for the stage. They also demonstrate that there is a huge discrepancy between what is set out in normative instruments as a right for young children, and the right implemented. A discrepancy that is mainly the result of polarization: the law constituted part of social movements, while the law carried out depends on what is a priority for the hegemonic power.