A qualidade da educação infantil: um estudo em seis capitais Brasileiras

Abstract

This article presents results from a research on the quality of Early Childhood Education in Brazil that was conducted in a collaborative effort between Fundação Carlos Chagas, the Ministry of Educations and the EARLY CHILDHOOD EDUCATION -DAY NURSERIES -PREPRIMARY EDUCATION -QUALITATIVE EVALUATIONTowards the end of the twentieth century there had been major changes in education for the under-sevens in Brazil, both as to the expansion of the number of children attending school and as to the legal and institutional framework. There had been increased access to crèches and pre-school institutions for the under-sevens ever since the 1970s, driven both by social processes -urbanization, economic growth, social struggles, changes in women's role in society -and by public policies in the fields of education, social welfare, health and labor.New legal frameworks brought in by the Federal Constitution of 1988 reinforced and legitimized these processes. Municipalities were given the responsibility of providing this education with priority, which accelerated a trend that had been taking shape in the previous period.In turn, the new legislation showed that there were changes that needed to be encouraged and demanded of the educational systems, such as the need for higher education courses to train teachers for early childhood education, just as was demanded for primary school teachers.However, the major change brought in by the new legislation was undoubtedly the inclusion of crèches within the education sector, since early childhood education was now defined as the first stage of basic education, encompassing crèches for the 0-3 year-old age group, and pre-school for the 4 to 6-year-olds.Although it was not made mandatory, childhood education was defined as a right enjoyed by children and families, and the State was obliged to provide it in accordance with 3 demand. Municipal governments were thus under pressure, even from the judicial system, to increase the number of places for early childhood education. Access to educational institutions has grown steadily and significantly since 1998. According to the Applied Economic Research Institute (Instituto de Pesquisa EconômicaAplicada -IPEA, 2009), using data from the National Household Sampling Survey (Pesquisa Domiciliar por Amostra de Domicílio -PNAD), the rate of children attending crèches doubled from 1998 to 2008, reaching 18%, and pre school attendance among four to six-yearolds rose 40%, to 80%, including children enrolled in primary school. However, as the same report points out, this access to schooling is unequally shared among the population. 4The Mid-West, South and South-East regions of Brazil have a higher growth rate, among 0 to 3 year-olds, than the other regions, and virtually doubled their rates of attendance.All regions grew significantly in the 4 to 6-year-old age bracket.There is still a huge gap between urban and rural areas in early childhood education coverage, above all in the case of crèches, with no more than 7.2% coverage in rural areas.G...

Trajetórias de habilidades sociais e problemas de comportamento no ensino fundamental: influência da educação infantil

“…No Brasil, a EI tem como objetivo o desenvolvimento integral da criança e constitui a primeira etapa da educação básica, abrangendo a creche para a faixa etária entre 0 e 3 anos e a pré-escola para a de 4 a 5 anos. A meta de universalização do acesso à pré-escola parece próxima, com 80% das crianças de 4 a 6 anos inseridas no sistema educacional em 2008, ainda que com importantes variações regionais (Vieira, 2010) e lacunas quanto à qualidade (Campos, Esposito, Bhering, Gimenes, & Abuchaim, 2011). Nesse contexto, torna-se importante avaliar os efeitos da pré--escola sobre o desenvolvimento.…”

Evaluation of Teaching Materials Prepared for Guidance of Caregivers and Day Care Teachers on Child Development

“…The importance of checking the satisfaction of participants is related to the amount of time children spend in CMEIs and the quality of the stimulation given during the period of time children are under the teachers' care, once it is necessary that the care provided meet their needs and favorably influence their neuropsychomotor development. 4 In contrast, a study by Campos et al, 33 who assessed the quality of 147 educational institutions (child care centers and preschools) in six Brazilian State capitals, could verify that most institutions had an impaired level of quality as well as deficits in infrastructure, pedagogical guidance (activities) and personal care routines.…”

Perfil antropométrico de crianças segundo a estrutura das creches

“…Entretanto, na área de educação, observa-se maior importância atribuída ao tema 17,18 . Nesse sentido, cabe destacar dois estudos.…”

“…nos espaços físicos das creches 18 . Os resultados desta pesquisa somam-se aos anteriores, destacando problemas de estrutura física e de recursos humanos, os quais são importantes para a implementação de práticas de cuidado adequadas no contexto das creches.…”