BRAZILIAN EARLY CHILDHOOD EDUCATION QUALITY: SOME RESEARCHRESULTS. This paper discusses data obtained from a review of empirical studies on the quality of early childhood education in brazil published between 1996 and 2003.The sources were the main education journals published in the country and the papers presented at the most important scientific meeting of the area, The National Association of Graduate Studies and Research on Education (ANPEd) Annual Congress, Work Group on Education of 0-6 Year-Old Children (WG 7). The information gathered was selected according to main criteria for assessment of early childhood education quality as published in the literature: teacher education; curricula; infrastructure; educational practices, and relationships between schools and families. _____This study is the result of a review conducted for the Early Childhood Policy Review Project sponsored by UNESCO and Organization for Economic Cooperation and Development (OECD). This project is part of a comparative diagnosis including three other countries: Kazakhstan, Kenya and Indonesia. 2The general picture of early childhood education systems described in this review suggests a dynamic but contradictory reality characterized by an enormous distance between existing legal frameworks and the real day-to-day situations confronted by the majority of children and adults in early childhood education institutions. EARLY CHILDHOOD EDUCATION -TEACHER EDUCATION -TEACHING QUALITY -RESEARCHDiscussions on the quality of education for 0-6 year-old children offered by early childhood education institutions were given impetus in the 1990s on the wake of political and legal changes brought about during the country's redemocratization.The late 1970s and the 1980s saw civil society mobilization demanding that the right to education be extended to young children: neighborhood and workers' union movements struggled for access to day care centers in big cities; professional groups and education experts mobilized to propose new regulations; local governments tried to meet the increasing demand by building and/or expanding municipal day care centers and preschools. From the perspective of grassroots movements, the struggle for day care centers was regarded as the right of working mothers to child care and education; other movements, including those advocating children and adolescent rights, struggled for day care for children of vulnerable, at-risk families (Campos, 1999).The quality of Brazilian early childhood education was no priority at all in this period: day care center system expansion was boosted mainly through government funding of nonprofit and/or community organizations that often operated in poor conditions; municipal preschools increased the number of enrollments often by expanding the number of children per classroom and/or daily school shifts. This is the case of the city of São Paulo, where Municipal Preschools (EMEIS) for children aged four to six offer three daily school shifts (from 7 to 11 AM; from 11 AM to 3 PM, and fro...
RESUMOEste texto foi estruturado a partir de uma pesquisa mais ampla, a qual teve como principal objetivo identificar os principais aportes teóricos e metodológicos que fundamentam as produções acadêmicas que versam sobre propostas e práticas pedagógicas para creches e pré-escolas, de modo particular, no que se refere à apropriação dos conhecimentos matemáticos. A base documental utilizada foi produzida no âmbito do Projeto de Cooperação Técnica entre o Ministério de Educação (MEC) e a Universidade Federal do Rio Grande do Sul (UFRGS). Para sua realização utilizou-se da análise de conteúdo. Como referencial teórico empregou-se, sobretudo, os fundamentos da teoria histórico-cultural e da teoria da atividade. Os resultados apontam para similaridades e divergências entre a referida teoria e indicam para o uso de diferentes referenciais teóricos que, por vezes, se completam e, por vezes, se rebatem.Palavras-chave: Educação; Pré-Escolar; Currículo; Prática de Ensino; Matemática. CONCEPT OF EDUCATION AND EARLY CHILDHOOD EDUCATION: AN ANALYSIS OF ACADEMIC PUBLICATIONS RELATED TO MATHEMATICSABSTRACT This text was based on a wider research, which had as main goal to identify the main theoret-ical and methodological contributions that substantiate the academic productions which consider pedagogical proposals and practices for day care centers and preschools, in a particular way, regarding the mathemetical knowledge appropriation. Document base was produced within the scope of a technical cooperation between the Ministry of Education (MEC) and Federal Universidade Federal do Rio Grande do Sul (UFRGS). For its accomplishment, the content analysis was used. The culturalhistorical theory fundamentals and the activity theory were overall taken as theoretical frameworks.The results indicate similarities and divergences between the above mentioned theories and indicate the use of different theoretical frameworks that sometimes are complementary and ocasionally are contradicting.
O artigo decorre de pesquisa mais ampla que teve como principal objetivo identificar os aspectos teóricos e metodológicos que fundamentam as proposições pedagógicas para a creche e a pré-escola. Para a coleta de dados utilizou-se de um questionário, com 73 questões, enviado a todos os municípios do estado de Santa Catarina. As principais conclusões apontam para a insuficiência do conteúdo apresentado nos documentos e, ainda, que o Referencial Curricular Nacional para a Educação Infantil (1998) é o documento mais conhecido e mais utilizado para subsidiar as propostas e as práticas pedagógicas em causa. A pesquisa buscou problematizar as limitações das perspectivas pedagógicas apresentadas, como também dos dados administrativos que constituem a realidade dos municípios catarinenses.
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