Educação infantil e políticas públicas na contemporaneidade: avanços e limitações no discurso legal e na dinâmica educacional

• Autor(a) principal: Carrijo, Menissa Cícera Fernandes de Oliveira Bessa
• Data de Publicação: 2005
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/13812
• topic: Educação infantil; Políticas públicas; Neoliberalismo; Educação de crianças; Childhood education; Public politics; Neoliberalism.; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present work aims to analyze the public politics for the Childhood Education after Policies and Bases Law of the National Education-LDB (1996), period strongly influenced by the neoliberal ideas, looking for to apprehend the operational guidelines of viabilization of such politics by the Uberlândia-MG experiences. For that, the methodological way of this research was guided through a qualitative research plan, in which the data appreciation happened through documents analyses, semi-structured interviews and participant observation. In the last decades of the century XX, the Childhood Education assumed new contours in brazilian reality, specifically for its assumption as small children educational right in the Federal Constitution (1988). The LDB (1996) recognizes the Childhood Education as modality of component teaching on the Basic Education. However it is had as premise that this legal apparatus has not been implicating in structural changes in the zero to six years children attendance. The Children Education reconfigurations, presents in new LDB (1996), felts in a period of wide State reform under the neoliberal politics marks. Thus, we had as presupposition that the negligence with this attendance is due to the State papers reformulation, because in spite of there being significant changes around the concerning subjects to the public politics for the Children Education, there is an abandonee of this teaching in politics results. The changes operated in that teaching modality have been inductors of important alterations in the education that aims to the first childhood and this process have been provoking substantial reconfigurations in the current structures of the municipal education systems, therefore such laws determined that this teaching modality is municipal power responsibility. Since the new legal position for Childhood Education, day care centers and preschools (zero to three years and four to six years children, respectively), the municipal power has changed the social development bureaus for the education bureaus. Those measures means the equity search among the attendance types, because the historical antecedents reveal that the service was marked by the assistencial politics and by the compensatory education, through populist and authoritarian governments' performance that didn't understand the children as citizens. In Uberlândia, the Secretaria Municipal de Educação-SME(Municipal Bureau of Education) discourse and the practice leaves clear that the priority is the Fundamental Teaching, as determines the new LDB (1996) and the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e de Valorização do Magistério-Fundef (Maintenance and Development of the Fundamental Teaching and Teaching Valorization Fund), but it is possible to perceive politic efforts in relation to the transference of the childhood development units for SME. However, the Transition Commission prioritized the legal plan in detriment of the pedagogic, budgetary and attendance expansion questions. Thus, all the opinions about this question concords that the great contribution of the process was the teachers and educators works, in spite of the physical space, budgetary and vacancies amplification problems. Although, there is a legislation that guarantees the childhood rights for educational attendance, but the State has proceeded in opposite direction, because the educational public politics destined to the zero to six years children constitute it starting from the neoliberal rhetoric, what impedes to real Laws materialization and fails the education of thousands children.