Educação infantil: o direito da criança à educação integral

Abstract

This investigation, affiliated to the State, Policies and Educational Institutions Research Line, of the Post-Graduate Program in Education, of the Pontifical Catholic University of Goiás, has as its investigative object the child as a subject of law and the path to the implementation of an education integral proposal in Brazilian legislation and defended in this thesis. To develop this research, we opted for the historical and dialectical materialist method, which studies the reality of the object seeking to understand it from its historical and social context. In order to understand and analyze the aspects inherent to the constitution of the object, some authors are highlighted who gave epistemological theoretical support to this research, in the historical process the following stand out: Sarmento (2015); Oliveira (2011); Kramer (2011); Kuhlmann Junior (1998); Aquino (2015); Barbosa, Alves, Silveira and Soares (2014); Araújo (2006); Siqueira (2011) and Corrêa (2007). To elucidate about an early childhood education that is effective in the process of learning and development in a socio-historical perspective, theories on human development from the perspective of the authors were considered: Vigostsky (1991; 2007); Leontiev (1991); Wallon (2007); Barbosa and Horn (2008). And the curriculum from a perspective of integral and omnilateral education from the perspective of historical and dialectical materialism, the authors: Marx (2008; 2012); Gramsci (2001); Manacorda (2007); Saviani (2012); Gadotti (2012); Carneiro, Mesquita and Afonso (2017); Rose (2009); Silva (2007); Malanchen (2016); Moreira (1997); Saviani and Duarte (2015); Moreira and Silva 92002); Arroyo (2013) and Freire (2015). In addition to the method and theorists who analyze and reflect on a dialectical perspective, documental research was carried out with the aim of elucidating how the historical path of early childhood education in Brazil was constituted, from welfare assistance to the recognition of the child subject to rights. From Early Childhood Education as a favor to the poorest families to its recognition as the first stage of basic education and their right to comprehensive education. From the assistance practice to the proposal of integral education of the child as a subject of rights, which requires a critical analysis of the documents that govern the curriculum proposal in the context of Brazilian educational policies. It is expected, therefore, to contribute so that this thesis awakens to new research in this area, bringing to light the importance of Early Childhood Education in the formation of children for life in society.