A transição do modelo assistencialista de atendimento às crianças pequenas para a concepção de escola de educação infantil no Município de Passo Fundo : alguns discursos

Abstract

In Brazil, early childhood education began to be discussed in the 1970s, when there was still thought in places for children to be taken care of while their mothers went to work. Since then, social and economic changes have generated new ways of society organization. The need for places suitable for young children is becoming more and more evident, prompting public policies. The first of them was the guarantee of education from birth, provided by the Carta Magna of 1988, followed by the Lei de Diretrizes e Bases da Educação Brasileira of 1996, until reaching the mandatory enrollment of all children from 4 years of age, guaranteed by law in 2013 and entering into effect in 2016. From the year 2000, the process of transition from social assistance to education began, becoming educational the goal of children's attendance from zero to six years old. The goal of this work is to recognize which discourses can be perceived during the transition from daycare, understood from the assistencialist perspective of caring for young children, to early childhood education in the public school system in the city of Passo Fundo, conceived as the first stage of basic and mandatory education from the age of 4 years. Therefore, the theoretical focus was historical-social, seeking to understand how early childhood education has become a key element of public policies for education. As for the methodological choices, the research has a qualitative character, with the production of data carried out by the technique of document analysis. The analysis of the data produced was divided into two distinct moments. The first called “descriptive categories” aims to present the thematic, namely: 1- teaching work; 2- public policies, contexts and spaces; 3- community power. The second moment, called "analytical categories", aims to understand, in the light of Bakhtinian theory, why the events occurred so that the transition from social assistance to early childhood education actually took place, as it is not just about the education of children from zero to five years old leaving one secretary and being allocated to another, but a whole change of conception that permeates this passage. For this to be accomplished, four concepts by Mikhail Bakhtin were chosen: word, chronotope, centripetal forces and centrifugal forces. The results obtained reveal that it was necessary for several social sectors to be involved for the transition to take place. Among them, it stands out that the three constitutional powers were involved: the executive, the legislative and the judiciary; and in their different spheres (municipal, state and federal), in addition to the influence of international organizations. The inclusion of EI as the first stage of basic education in LDB 9394/96 was the initial step for EI to become part of the formal education system. During the investigated period (2000 to 2015), the EI concept was being modified. In the beginning of the year 2000, it is still noticeable that there is a mixture between educational and care goals. In 2015, it is already possible to see that EI's educational objectives are clearer, thus differentiating what belongs to the social assistance sector and what is the responsibility of the first stage of basic education.