Educação infantil: um olhar sobre o processo de acesso das crianças nas creches de Dois Vizinhos - PR
This Dissertation addresses the importance of public education policies for the access of children to daycare. The general objective of the research was to analyze public education policies in the process of children’s access in daycare centers in the public network of Dois Vizinhos / PR, after LDB...
| Autor principal: | Santos, Eliane Aparecida Moreira dos |
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| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/5070 |
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| Resumo: |
This Dissertation addresses the importance of public education policies for the access of children to daycare. The general objective of the research was to analyze public education policies in the process of children’s access in daycare centers in the public network of Dois Vizinhos / PR, after LDB 9.394/1996. To this end, public policies related to guaranteeing access to Early Childhood Education for children aged 0 (zero) to 3 (three) years were contextualized at the national and municipal levels, as well as a survey on the historicity of Early Childhood Education in the municipality. and the rate of attendance of daycare children in Dois Vizinhos / PR, over the past 23 (twenty-three) years, was verified, in addition to identifying the strategies developed by the municipal government to guarantee the access of daycare children in Early Childhood Education. The daycare center together with the preschool is part of Early Childhood Education, which is the first stage of basic education. This is the responsibility of the Municipalities, in a regime of technical and financial cooperation with the Union and the State, attributed by the Constitution of 1988. The daycare center, even though it is the right of all children from 0 (zero) to 3 (three) years, is optional to family. One of the most important public policies for education is the National Education Plan and in its goal 1, it addresses the provision of early childhood education. With regard to the daycare center, it aims to expand the offer, in order to serve at least 50% (fifty percent) of children up to 3 (three) years old by the year 2024. Since Early Childhood Education is the responsibility of the Municipalities, and due to the fact that the day care center is not mandatory, it is important to know how the Municipalities deal with issues of access to this stage of education, through public policies for this area. The locus of the research was the municipality of Dois Vizinhos / PR, where the researcher resides and works as a teacher of Early Childhood Education. This research was guided by the qualitative-quantitative approach, at an exploratory level with documentary analysis. The most important legislation and public policies were analyzed with regard to access to daycare, such as: Federal Constitution of 1988, Statute of Children and Adolescents (ECA - Law nº 8069/1990), Law of Directives and Bases of National Education (LDB nº 9.394/1996), National Curriculum Guidelines for Early Childhood Education (DCNEI), National Education Plan (PNE- Law nº 13.005 / 2014), and Dois Vizinhos Municipal Education Plan (PME - Law nº 2002/2015). And more specifically, the Fund for Maintenance and Development of Basic Education and Valorization of Education Professionals (FUNDEB), Proinfância (2007) and “Loving Brazil Program” (Programa Brasil Carinhoso) (2012) were analyzed at national and municipal level. The paths of this research showed that the daycare center is still close to the family's work issues. In addition, it is considered that public education policies are not being effective in guaranteeing the access of children in daycare, including children up to 3 (three) years old who live in the countryside. The research also showed that the daycare center, as a school institution, is configured in a plural space, therefore, it deserves greater appreciation. It is hoped that this research can contribute to the realization of the right of children up to 3 (three) years of age to access the daycare center. It is also hoped that it can bring contributions in relation to Regional Development, mediated by a critical view on the influence of national policies on local policies that involve access by children from 0 (zero) to 3 (three) years in Early Childhood Education, at the locus of research. Furthermore, it is hoped that the findings may assist in the evaluation of the municipal government regarding compliance with legislation and the implementation of public policies aimed at Early Childhood Education. |
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