Educação infantil: uma verdade desvelada

Abstract

This research was developed for the Final Paper of the degree in Pedagogy from Universidade Federal da Fronteira do Sul (Federal University of Fronteira Sul). Considering that early childhood education is an important stage in children's development and learning, this research problematizes early childhood education in the countryside. The main purpose is to analyze how access to childhood education of children living in rural areas interferes with development and learning in the early years. The research was developed based on a qualitative approach, supported by Minayo (2008) and Severino (2014). The research sources were based on the bibliographic, documental and field research analysis with interviews. The research brings as theoretical foundation the authors Lima; Melo (2020), Pereira; Castro (2021), Caldart (2009), Souza (2012), Caldart; Pereira; Alentejo; Frigotto (2012), Martins (2015), Paschoal; Machado (2009), Barbosa and Fernandes (2013), Barbosa; Silva; Pasuch; Loyal; Silva; Freitas; Albuquerque (2012), Ribeiro; Silva (2013). The research is split into three parts. In the first part, we address the concepts of Rural Education, Countryside Education and Early Childhood Education in the countryside, providing a contextualization of the path of early childhood education and the struggles people face when accessing education in rural areas. The second part deals with the data analysis on admission, permanence and access to early childhood education collected from field research carried out at Alípio José da Rosa Public School. Finally, we analyzed the school performance of children associated with access to early childhood education.