Sexismo e Assistencialismo na Educação Infantil: Um Estudo de Caso

Abstract

Based on the foundations of dialectical historical materialism, theorized by Marx and Engels, and authors who shared a conception of society formulated in the principles of social equality and democracy as: Manacorda (2007), Frigotto (2012), Vigotsky (2007), Carvalho (1999), Marx e Engels (2012), Arroyo (2008), Libâneo (2012), Oliveira (2011), Haddad (1993), Brzezinski (2014), Severino (2007), Kramer (2011), Aranha (2006), Engels (2009), Hoffmann (2015), Campos e Campos (2012), Haddad (1993), Oliveira (2011), Lakatos e Marconi (2006), Barbosa e Horn (2008), Severino (2007), Hofmann (2015). Was analyzed at first, the trajectory of early childhood education in Brazil, with his assistencialist basis and poverty combat, including the emergence of women's work with little children and their sexist character. Discussed about this point and the legal ways to break with paternalism in early childhood education as a form to guarantee the right to education provided in the Federal Constitution of 1988. The sexism in early childhood education was another analysis category: its rise, its manifestation, the positioning of combat and the rejection to its existence. For better understanding, it was made an analysis of the children’s rights, researching several authors of early childhood education, in a broadest sense and social issues, such as welfare and sexism. It was punctuated the course of early childhood education in Brazil since the actions in the colonial period to the present day. As the education of young children, is proposed under Brazilian law and how it is in reality. In Brazil, the early childhood education to the Federal Constitution had the assistencialist character and aimed care to the poor children held in philanthropic and religious institutions. In this context the figure of women and their social representation was one of the categories of analysis in this research. As a mother, daycare educator and victim of sexism in early childhood education. Starting 1988, the new Federal Constitution recognized the children's education as a right and in 1996 was recognized by the Law of Guidelines and Bases of National Education, as the first stage of basic education, from 0 to 6 years old, that should be offered by public institutions. Since then, the early childhood education has undergone many transformations, and the professional who works directly with the children, once lay caregiver win the educator condition and get the proper training. Teacher education and professional that assists in Early Childhood Education classes had great relevance in this study. In this project we proposed a reality of this research and professional, identifying their profile, their conditions of work and life, as well as public policies for this educational level. To this end it was made a field research using questionnaires to the professionals in the municipality of Senador Canedo, including its literature and documents. After the investigation of the reality experienced by many the professionals who are working directly with children in the Early Childhood Education groups has produced a report on the data collected in the survey. This served as a sample to show the conditions under which is the work with the child in early childhood education, which needs the reality between the teacher’s children, their frustrations, their needs and working conditions, revealing the child care characteristics in kindergarten.