Educação infantil e escola em tempo integral: aproximações e distanciamentos entre as normativas curriculares

Abstract

This undergraduate thesis aims to analyze the similarities and divergences between the regulations governing Early Childhood Education and Integral Education, seeking to understand how these documents guide conceptions of Early Childhood Education, integral education, time, childhood, and educational spaces within the Brazilian educational context. The research problem was formulated through the following question: What similarities and/or differences are expressed in the guiding documents of Full-Time Integral Education and the curricular regulations of Early Childhood Education? This study is characterized as qualitative research, using documentary research methods and grounded in Bardin’s (1977) Content Analysis. The main documents analyzed are Resolution CNE/CEB No. 1/2024, which establishes the National Operational Guidelines for Quality and Equity in Early Childhood Education, and Resolution CNE/CEB No. 7/2025, which establishes the National Operational Guidelines for Full-Time Integral Education in Basic Education. Initially, the study presents the historical development of Early Childhood Education and Full-Time Integral Education, highlighting the main legal and political milestones related to guaranteeing the right to education and the integral development of children. Subsequently, a comparative analysis of the narratives is conducted through five categories: Early Childhood Education, Child, Integral, Time, and Space. The findings revealed significant convergences between the documents, particularly regarding the promotion of integral development, the recognition of children as subjects of rights, and the appreciation of educational experiences. The research demonstrated that merely extending the time students spend at school does not, by itself, ensure an integral education; rather, policies must be aligned with the needs and realities of educational spaces. It is concluded that implementing Full-Time Integral Education in Early Childhood Education requires more than extending the school day. It demands meaningful pedagogical practices and experiences, as well as committed public policies.