O espaço físico como indicador de qualidade na educação infantil: o que pensam as professoras de Mari/PB

Abstract

The present monographic work sought to evaluate the structures of schools in the municipality of Mari / PB, from the point of view of teachers of early childhood education, making a counterpoint with what the official documents establish as quality indicators in this modality - the Quality Indicators of Early Childhood Education (IQEI), 2009, and the National Quality Parameters of Early Childhood Education (PNQEI), 2006 and 2018. Starting from the problem that most public schools, particularly those in Mari, do not have this concern with the children's learning spaces. The study sought to base itself on authors who dialogue with the theme of early childhood education - Ariès (1986), Corazza (2002), Andrade (2010), Gouvêa (2003) and Javeau (2005) - in order to better understand the specificities of children's teaching-learning process and the importance of having an adequate space for early childhood education. As a methodology, the survey included the application of a questionnaire to teachers of early childhood education, through the Google Formulários platform, between November 13th and 16th of this year. As a result, the research found that, in the view of the teachers, schools in the city of Mari / PB are not adequate with the quality parameters of the Feral Government, regarding the physical structure of early childhood education institutions.