Por uma política pública de educação integral na educação infantil: desafios da gestão municipal e escolar

Abstract

This Master's dissertation, entitled "Towards a Public Policy of Full-time Education in Early Childhood Education: Challenges of Municipal and School Management", inserted in the research line: "State, Society and Development Policies", of the Graduate Program in Development and Public Policy (PPGDPP) of the Universidade Federal da Fronteira Sul - UFFS, has as its general objective: Analyze the conception of educational managers about school management and the challenges of the public policy of full time education for the full development of children in the full time Children Education Schools of the municipal network of São Luiz Gonzaga/RS. This objective indicates that this is qualitative research and ecosystemic approach. The research instruments are organized in bibliographical research with special focus on Sociology, philosophy of contemporary childhood, documental research with textual contributions about integral education at federal, state and municipal level, semi-structured interviews as a technique of data collection and content analysis. The subjects involved were: Municipal Secretary of Education of São Luiz Gonzaga/RS, Pedagogical Advisor of Children's Education, Directors and Pedagogical Coordinators of Municipal Schools of Children's Education that offer full time preschool, totaling 10 (ten) participants. The data analysis was done through content analysis, according to Laurenci Bardin. As a result, it was not possible to see if there is a look at the child as a citizen and participant in the development of public policies. As for the managers' conception of integral education, the research found reports of partnership projects between schools and families. It seems clear the idea of collective planning with the purpose of the children's full development. The research detected signs of intersectoriality in the administration in favor of the public policy of integral education for children in the municipality. In this sense, it was possible to notice that the managers highlight the importance of collective actions mobilized by managers, well conducted, continued and evaluated. The research brings arguments in favor of the idea that intersectoriality is a valid thread for an appropriate municipal public policy of integral education for children. To this end, it seems necessary to have continuous conversation among those involved and to organize support networks from the perspective of the organizing principles of the Educating Cities. Under an ecosystemic, multi-referential, and prospective approach, child protagonism must be recognized as a guiding idea for the reorganization of spaces and times in the territory of cities, and primary attention must be given to the voices of children in the reconfiguration of urban landscapes. By the pregnant form of exposition of some subthemes, the dissertation refers to the continuation of studies in order to detect and demarcate alternative looks from public managers in public policies aimed at comprehensive education for early childhood education that aim at the participation of children in the decision making processes of the city.