O Direito à Educação Infantil no Contexto das Políticas no Brasil

Abstract

The present monographic paper of the conclusion of the Graduate Course in Social Work of the Federal University of Paraíba (UFPB), has as its central objective to analyze the right to early childhood education in Brazil, in an attempt to understand advances and setbacks of this trajectory, especially from the Statute. of Children and Adolescents (ECA - Federal Law No. 8.069 of July 13, 1990). In methodological terms, this monograph was the result of eminently bibliographical research, and as a perspective of analysis, the critical dialectical method was adopted, as it is understood that only through the use of this horizon of analysis will it be possible to understand the concrete reality of a given social reality. dynamic and contradictory. The result of the bibliographic research about early childhood education in Brazil, points out that throughout the historical process the right to education was not effectively guaranteed for all children and adolescents, on the other hand, studies and research indicate that only from the Constitution Federative Republic of Brazil 1998, ECA (1990), the Law of Guidelines and Bases (LDB) 1996, it was possible to see some advances in public policies towards ensuring the realization of the right to early childhood education, but it is still constituted. It is a great challenge for all of them to have this right in effect as provided for in the legal framework described above. Given the above, it can be concluded, therefore, that despite advances in the legal framework, studies and research show that the right to early childhood education has not yet materialized in the lives of the large child population in Brazil. Thus, celebrating 29 years of the ECA is also recognizing that structural issues present in Brazilian society, especially since the coup d'état 2016, constitute as huge challenges in ensuring public policies for the full protection of the human rights of children and adolescents., as such, early childhood education.