Early childhood education: dialogues between culture, children and infancies

Children development process happens when the child gets in touch with its social group culture and participates in daily living. The concept of child and infancy changes in time and space as achievements of social movements advance. Achievements related to public policies for children and studies of Sociology of Childhood. When we consider the sociological understanding of child and infancy related to culture dynamics, we then associate children´s   inventiveness and imaginative capacity, who create and recreate their world from interactions and play, as a way to act in society. This text presents concepts of early childhood education, child and infancy, present in the Federal Constitution (1988), National Curriculum Guidelines for Early Childhood (2009), among other references. We address culture in the sense proposed by Geertz (2008) “as webs of meaning”. We developed a discourse based on culture as an essentially human phenomenon.  The theoretical reference to address the theme “dialog”, aimed to weave significations, understandings and to comprehend concepts from the theorists who support this study. Therefore, we may infer that social practices are present in everyday life, in situations of reality, social world and coexistence of children with their peers. Thus, experiencing situations of communication, leads to building bases to establish social relations and strengthening of socio-affective ties. We consider Paulo Freire´s sense given to “dialogue” as basis for understanding this text.   KEYWORDS: Children. Culture. InfanciesA criança se desenvolve ao entrar em contato com a cultura de seus grupos sociais, participa das vivencias cotidianas. O conceito de criança e infância se modifica no tempo-espaço, conforme avançam as conquistas dos movimentos sociais em relação às políticas públicas para a infância e os estudos da sociologia da infância. Ao pensarmos na concepção sociológica de criança e infância relacionada com a dinâmica da cultura, logo associamos a capacidade inventiva e imaginativa destas, que criam e recriam seu mundo a partir das interações e brincadeiras como forma de atuar na sociedade. Neste texto apresentamos os conceitos de Educação Infantil, criança e infância presentes na Constituição Federal (1988), nas Diretrizes Curriculares Nacionais para a Educação Infantil (2009) e na Base Nacional Comum Curricular (2018), entre outras referências. Abordamos a cultura no sentido proposto por Geertz (2008) “como teias de significados". Buscamos desenvolver um discurso cunhado na cultura como fenômeno essencialmente humano. O referencial teórico para dar conta da temática “dialogo” teve como finalidade tecer os significados, entendimentos e compreender conceitos a partir das teorias que dão sustentação ao estudo. Dessa forma foi possível inferir que as práticas sociais estão presentes no cotidiano, em situações da realidade, no mundo social, na convivência das crianças com seus pares. Com isso, ao vivenciar situações de comunicação, são construídas as bases para estabelecer as relações sociais e o fortalecimento dos laços socioafetivos. Assim, nos pautamos no sentido que o diálogo assume a partir de Paulo Freire, como base para o entendimento deste texto. PALAVRAS-CHAVE: Crianças. Cultura. Infâncias &nbsp

Repercussões e limites do PRONATEC para desenvolvimento de um município do Vale São-Franciscano da Bahia

The text addressesexistent interrelationship between the National Program for Access to Technical Education and Employment (Pronatec), and the possible economic and social developmentin a city from the São Francisco valley belonging to the identity territory of Itaparica/Bahia, in view of the contemporary educational setting, influenced by International Summits concerning the development of a new educational agenda. One can conclude there is an apparent conflict in public policy for professional education within the context studied; the survey indicated an improvement guarantee in work force qualification, however, indicated that there was no insertion opportunities expansion for those professional graduates in the labor market.O texto aborda a inter-relação que existe entre o curso Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec), e o possível desenvolvimento econômico e social em um município do Vale São-Francisco na Bahia do Território de Identidade Itaparica/Bahia, considerando o cenário contemporâneo educacional influenciado por Cúpulas Internacionais na construção de uma nova agenda para educação. Pode-se concluir uma aparente contradição na política pública de formação profissional no contexto estudado, a pesquisa apontou a garantia da melhoria da qualificação da mão de obra, contudo, indica que não existiu ampliação das oportunidades de inserção desses profissionais, concluintes, no mercado de trabalho

Os impactos do PAR na educação infantil do campo: um estudo exploratório

O objetivo deste artigo é analisar os impactos do Plano de Ações Articuladas - PAR - na política de educação infantil do campo em três municípios da Bahia, a saber: Ilhéus, Itabuna e Vitória da Conquista. A pesquisa realizada foi qualitativa, de natureza exploratória, cujos instrumentos de coleta de dados foram: revisão de literatura, entrevistas semiestruturadas, questionários e análise documental. Dentre os sujeitos da pesquisa temos pessoas das secretarias de educação que atuam no monitoramento do PAR, bem como, integrantes da coordenação de escolas do campo. Os resultados apontam que algumas ações das dimensões do PAR foram implementadas nos municípios pesquisados por meio de vários programas educacionais, porém, os dados evidenciaram que o pacto federativo, embora articule diferentes dimensões para o atendimento educacional, ainda não significa um avanço na cobertura do atendimento às crianças de 0 a 5 anos no campo, tampouco, na consideração das especificidades das práticas educativas nessa etapa da educação

Políticas públicas na Educação Infantil: o que pensam as professoras do Projeto Formoso “A”?

ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality.ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality.RESUMEN. Este artículo presenta una parte de la investigación realizada durante el Curso de Maestría, del Programa de Pós-Graduação em Educação da Universidade Estadual de Santa Cruz, cuyo objetivo general fue comprender la importancia de las políticas públicas específicas a la Educación Infantil del Campo, en Bom Jesus da Lapa, Bahia. Para eso, además de los estudios de documentos legales y de la investigación en el área, nos basamos en la Investigación-acción existencial, propuesta por Barbier (2007) y en los estudios elaborados por Freire (1987), lo cuales tratan del proceso histórico que va del Ser-menos al Ser-más. Esta metodología nos ayudó a comprender los problemas que impiden que los docentes del Proyecto Formoso “A” alcancen la categoría Inédito-Viable, de Freire, que representa la construcción de propuestas transformadoras. El hecho más relevante fue la invisibilidad y/o la falta de reconocimiento de las especificidades locales, especialmente por parte de la Secretaría Municipal de Educación, ya que ni los presupuestos de la Educación del Campo ni la Educación Urbana se ajustan al ritmo de vida del Perímetro de Irrigación. Desde esta perspectiva, inferimos que las diferencias y similitudes entre “campo y ciudad” se están volviendo más difusas y deben ser repensadas para respetar el proceso de formación docente y la aparición de nuevos modos de construcción de infancias.ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality.Este artigo apresenta um recorte da pesquisa realizada durante o curso de Mestrado do Programa de Pós-Graduação em Educação da Universidade Estadual de Santa Cruz, cujo objetivo geral foi compreender a importância das políticas públicas específicas da Educação Infantil Campesina, em Bom Jesus da Lapa, Bahia. Para isso, além dos estudos de documentos legais e de pesquisas na área, nos apoiamos na Pesquisa-ação existencial, proposta por Barbier (2007), e em estudos elaborados por Freire (1987), sobre o processo histórico da caminhada do Ser-menos para o Ser-mais. Esta metodologia nos ajudou a compreender os problemas que impedem as professoras do Projeto Formoso “A” chegarem ao Inédito-viável, categoria freireana, que representa a construção de propostas transformadoras. O fato mais relevante foi a invisibilidade e/ou a falta de reconhecimento das especificidades locais, principalmente por parte da Secretaria Municipal de Educação, visto que nem os pressupostos da Educação do Campo, nem da Educação Urbana se ajustam ao ritmo de vida dos povos do Perímetro de Irrigação. Nesta perspectiva, inferimos que as diferenças e semelhanças entre “campo e cidade” estão cada vez mais difusas, sendo necessário repensá-los, para que haja respeito ao processo de formação de professores e ao surgimento de novos modos de construção de infâncias. Palavras-chave: Educação Infantil do Campo, Formação de Professores, Políticas Públicas.   Public policies in Child Education: what do teachers think of the Formoso “A” Project?                                                            ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality. Keywords: Rural Child Education, Teacher Education, Public Policies.   Políticas públicas en la Educación Infantil: lo que piensan las profesoras del Proyecto Formoso “A”? RESUMEN. Este artículo presenta una parte de la investigación realizada durante el Curso de Maestría, del Programa de Pós-Graduação em Educação da Universidade Estadual de Santa Cruz, cuyo objetivo general fue comprender la importancia de las políticas públicas específicas a la Educación Infantil del Campo, en Bom Jesus da Lapa, Bahia. Para eso, además de los estudios de documentos legales y de la investigación en el área, nos basamos en la Investigación-acción existencial, propuesta por Barbier (2007) y en los estudios elaborados por Freire (1987), lo cuales tratan del proceso histórico que va del Ser-menos al Ser-más. Esta metodología nos ayudó a comprender los problemas que impiden que los docentes del Proyecto Formoso “A” alcancen la categoría Inédito-Viable, de Freire, que representa la construcción de propuestas transformadoras. El hecho más relevante fue la invisibilidad y/o la falta de reconocimiento de las especificidades locales, especialmente por parte de la Secretaría Municipal de Educación, ya que ni los presupuestos de la Educación del Campo ni la Educación Urbana se ajustan al ritmo de vida del Perímetro de Irrigación. Desde esta perspectiva, inferimos que las diferencias y similitudes entre “campo y ciudad” se están volviendo más difusas y deben ser repensadas para respetar el proceso de formación docente y la aparición de nuevos modos de construcción de infancias. Palabras-clave: Educación Infantil del Campo, Formación de Profesores, Políticas Públicas

Políticas públicas para Educação Infantil: o que pensam as professoras do Projeto Formoso “A”?

ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality.ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality.RESUMEN. Este artículo presenta una parte de la investigación realizada durante el Curso de Maestría, del Programa de Pós-Graduação em Educação da Universidade Estadual de Santa Cruz, cuyo objetivo general fue comprender la importancia de las políticas públicas específicas a la Educación Infantil del Campo, en Bom Jesus da Lapa, Bahia. Para eso, además de los estudios de documentos legales y de la investigación en el área, nos basamos en la Investigación-acción existencial, propuesta por Barbier (2007) y en los estudios elaborados por Freire (1987), lo cuales tratan del proceso histórico que va del Ser-menos al Ser-más. Esta metodología nos ayudó a comprender los problemas que impiden que los docentes del Proyecto Formoso “A” alcancen la categoría Inédito-Viable, de Freire, que representa la construcción de propuestas transformadoras. El hecho más relevante fue la invisibilidad y/o la falta de reconocimiento de las especificidades locales, especialmente por parte de la Secretaría Municipal de Educación, ya que ni los presupuestos de la Educación del Campo ni la Educación Urbana se ajustan al ritmo de vida del Perímetro de Irrigación. Desde esta perspectiva, inferimos que las diferencias y similitudes entre “campo y ciudad” se están volviendo más difusas y deben ser repensadas para respetar el proceso de formación docente y la aparición de nuevos modos de construcción de infancias.ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality.Este artigo apresenta um recorte da pesquisa realizada durante o curso de Mestrado do Programa de Pós-Graduação em Educação da Universidade Estadual de Santa Cruz, cujo objetivo geral foi compreender a importância das políticas públicas específicas da Educação Infantil Campesina, em Bom Jesus da Lapa, Bahia. Para isso, além dos estudos de documentos legais e de pesquisas na área, nos apoiamos na Pesquisa-ação existencial, proposta por Barbier (2007), e em estudos elaborados por Freire (1987), sobre o processo histórico da caminhada do Ser-menos para o Ser-mais. Esta metodologia nos ajudou a compreender os problemas que impedem as professoras do Projeto Formoso “A” chegarem ao Inédito-viável, categoria freireana, que representa a construção de propostas transformadoras. O fato mais relevante foi a invisibilidade e/ou a falta de reconhecimento das especificidades locais, principalmente por parte da Secretaria Municipal de Educação, visto que nem os pressupostos da Educação do Campo, nem da Educação Urbana se ajustam ao ritmo de vida dos povos do Perímetro de Irrigação. Nesta perspectiva, inferimos que as diferenças e semelhanças entre “campo e cidade” estão cada vez mais difusas, sendo necessário repensá-los, para que haja respeito ao processo de formação de professores e ao surgimento de novos modos de construção de infâncias. Palavras-chave: Educação Infantil do Campo, Formação de Professores, Políticas Públicas.   Public policies in Child Education: what do teachers think of the Formoso “A” Project?                                                            ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality. Keywords: Rural Child Education, Teacher Education, Public Policies.   Políticas públicas en la Educación Infantil: lo que piensan las profesoras del Proyecto Formoso “A”? RESUMEN. Este artículo presenta una parte de la investigación realizada durante el Curso de Maestría, del Programa de Pós-Graduação em Educação da Universidade Estadual de Santa Cruz, cuyo objetivo general fue comprender la importancia de las políticas públicas específicas a la Educación Infantil del Campo, en Bom Jesus da Lapa, Bahia. Para eso, además de los estudios de documentos legales y de la investigación en el área, nos basamos en la Investigación-acción existencial, propuesta por Barbier (2007) y en los estudios elaborados por Freire (1987), lo cuales tratan del proceso histórico que va del Ser-menos al Ser-más. Esta metodología nos ayudó a comprender los problemas que impiden que los docentes del Proyecto Formoso “A” alcancen la categoría Inédito-Viable, de Freire, que representa la construcción de propuestas transformadoras. El hecho más relevante fue la invisibilidad y/o la falta de reconocimiento de las especificidades locales, especialmente por parte de la Secretaría Municipal de Educación, ya que ni los presupuestos de la Educación del Campo ni la Educación Urbana se ajustan al ritmo de vida del Perímetro de Irrigación. Desde esta perspectiva, inferimos que las diferencias y similitudes entre “campo y ciudad” se están volviendo más difusas y deben ser repensadas para respetar el proceso de formación docente y la aparición de nuevos modos de construcción de infancias. Palabras-clave: Educación Infantil del Campo, Formación de Profesores, Políticas Públicas

As condições de trabalho das coordenadoras pedagógicas da Educação Infantil

Resumo Este artigo analisou as condições em que se realiza o trabalho das coordenadoras pedagógicas nas instituições municipais de sete municípios do Sul da Bahia, no contexto das políticas públicas de Educação Infantil. A pesquisa foi efetuada com participantes do curso de formação continuada para as coordenadoras pedagógicas da Educação Infantil, promovido pelo projeto de extensão Fortalecimento e Articulação da Educação Infantil, da Universidade Estadual de Santa Cruz/UESC, durante todo o ano de 2015. Como referencial teórico-metodológico, optou-se por uma leitura dialética, embasada nos estudos de Gramsci, para entender o trabalho das coordenadoras pedagógicas. Como procedimento metodológico, utilizou-se um roteiro de questões sobre as condições de trabalho que foi discutido no decorrer do curso com as 22 coordenadoras. Os resultados demonstram que, apesar do forte apelo à importância da formação de professores para atuarem na Educação Infantil, não houve incentivo oficial para a formação continuada específica para os coordenadores pedagógicos