Full-time early childdhood education: implications of the policie of extension of the children’s school day from Janaúba/MG

• Autor(a) principal: Souza, Ediléia Alves Mendes
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Políticas em Debate
• Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/52590
• topic: Educação infantil; Políticas de Educação em tempo integral; Escola de tempo integral; Ensino-aprendizagem; Early childhood education; Integral education policies; Integral school; Teaching-learning; Éducation des enfants; Politiques d’éducation à plein temps; École à plein temps; Enseignement et apprentissage

In this paper the objective was to analyze implications of integral education policies for the teaching-learning process in early childhood education at CEMEI “X” from Janaúba-MG. In this qualitative research from an exploratory perspective, bibliographical research was developed, using authors such as Kuhlman Jr. (2010), Cavaliere (2002), Coelho (2009), Gadotti (2009). In the empirical field, the data were obtained by applying a questionnaire with objective and discursive questions to the eight participating teachers. The information was organized and interpreted according to the theoretical background. Based on the results, it is possible to affirm that the teachers identified and experienced several challenges in the institution, among them, scarcity of human and material resources, children fatigue, lack of school structure and absence of parents. For them, these factors interfere in the development of pedagogical work, which has been affecting the learning and devlopment of the children.