Representações sociais de mães e pais sobre educação infantil

Abstract

This work, enrolled in the Research Line of State, Policies and Educational Institutions, sought to study, through bibliographical and empirical research, the social representations of mothers and fathers on Early Childhood Education. The present research object is limited to the question: Do the social representations of mothers and fathers about the purposes of early childhood education coincide with the purposes expressed in the Brazilian legislation and in the adopted theoretical foundations? Given the complexity of the theme in question, the general objective of this research was to discover the social representations of mothers and fathers about early childhood education, and to analyze them against the needs of child development and Brazilian law. To this end, the specific objectives were: a) to historicize the process of constitution of early childhood education in the world and in Brazil; b) present the theoretical bases that involve the development and the particularities and needs of the children; c) identify the legal foundations involving early childhood education in Brazil and the representations of mothers and fathers, making comparisons, especially as to the purposes. The dialectical method was used, although also dialoguing with authors of other approaches. Thus, Different theorists, Education and Theory of Social Representations were contemplated, such as: Durkheim (1968), Moscovici (1978; 2012; 2013), Ariès (2016), Kuhlmann Jr. (2015), Vygotsky (2007; 2009), Charlot (1979; 2013) and Lenoir (2013). An analysis of official documents related to Early Childhood Education was presented: Statute of the Child and Adolescent, Law nº 8.069/1990; Guidelines and Bases Law (LDB), under No. 9.394/96; National Education Plan 2014- 2024, Law No. 13.005/2014; National Plan for Early Childhood, Law No. 13.257/2016; among other legal devices. In turn, empirical research was developed in two early childhood institutions, one public and one private. For data collection, a questionnaire was applied to mothers and fathers of children enrolled in two institutions: one public and one private. The research prized for voluntariness and anonymity. The qualitative and quantitative methodology was adopted, so that numerical values also contributed to clarify the complexity of the dynamics of the social and cultural processes involved, as well as their impact on the formation of social representations of parents of children in early childhood education. Among the research results, it was found that social representations about early childhood education are marked by the expectations of the social class to which the family belongs. However, all research participants reveal lack of knowledge about the official purposes of early childhood education. Of mothers and fathers surveyed in the public institution, 100% ignore the importance of playing in early childhood education, because they do not understand the implications of both playful and educational play. In the private institution, this rate was 80%. Therefore, it is necessary that managers of early childhood education institutions provide opportunities for clarification to mothers, fathers and other possible guardians of children, regarding early childhood education, especially about their official purposes