Educação infantil e políticas públicas: uma análise dos documentos orientadores do município de Santa Rita/PB

Abstract

The main objective of this work is to analyze public policies aimed at early childhood education in the municipality of Santa Rita/PB. This is a documentary research of a qualitative nature, carried out through analysis of primary source legal documents to identify the possible relationships between national educational public policies, in addition to identifying the conceptions of children, childhood, early childhood education, curriculum, teacher training and possible guidelines for the work of teachers in educational institutions, as provided for in our Federal Constitution (1988) and in the LDBEN National Education Guidelines and Bases Law (1996) and other legal provisions that regulate our educational policies. The decentralization of government activities to states and municipalities, initiated in the 1990s by neoliberal policies implemented in Brazil, transferred the responsibility for early childhood education and elementary education to municipalities and, as a result, municipalities had to develop educational policies and programs. that would guarantee children’s access and continuity to free, quality public education. Our work seeks to identify public policies aimed at early childhood education in the municipality of Santa Rita/PB and their relationship with national policies. In view of this, we carried out a survey of the normative documents produced by the municipality of Santa Rita/PB, which regulate the municipal education system, which were analyzed based on the following categories: childhood, children, early childhood education, curriculum, teacher training and guidelines for the work of teachers. To support our research, we addressed some concepts related to public policies aimed at early childhood education and how they are present in municipal documents. From the analysis of local documents, we found that the municipality of Santa Rita/PB has a municipal education system in which the Early Childhood Education units are directly subordinate to the Department of Early Childhood Education (DEI). During the document reading phase, it was possible to identify that DEI is a body that produces guidelines that aims to direct educational units, distributing bimonthly bulletins with information aimed at teachers. The report cards are the most complete, current and accessible public policy within the municipal education system that has been found. From the analysis of the documents, it was possible to conclude that there are relationships between national public policies and the policies produced in the municipality and to verify that the concepts of children, childhood, early childhood education, and curriculum are in accordance with what guides the national documents. Finally, it is possible to state that newsletters guide the work of teachers in municipal early childhood education institutions and contribute to continued training.