Gestão Da Educação Infantil: Um Balanço De Literatura

Fernandes, Fabiana Silva; Campos, Maria Machado Malta

doi:10.1590/0102-4698111747

Cited by 5 publications

(1 citation statement)

References 7 publications

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“…Além disso, a indefinição do sujeito coletivo, tanto pela falta de clareza em relação às atribuições quanto pela descontinuidade das gestões municipais, favorece concepções fragmentadas de gestão, marcada por uma ação individualizada muito grande e sem continuidade no futuro. (FERNANDES;CAMPOS, 2015, p. 153) Sendo assim, identificamos uma grande necessidade de articulação da sociedade civil, principalmente das comunidades em que as UEI estão inseridas, com o intuito de lutar para garantir que os direitos fundamentais das crianças sejam atendidos, propiciando atendimento educacional de qualidade. Conforme afirmam estudiosos da área, a participação na escola, particularmente por parte das famílias, apresenta-se como elemento indispensável para a democratização das relações (PARO, 2012) tendo em vista a busca por essa qualidade tão esperada.…”

Section: Desse Modo Para As Autorasunclassified

Gestão na educação infantil: um estudo em duas creches do interior paulista

Paluan¹

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The aim of this study was to analyse the management structure of Primary Education in a city located in the state of Sao Paulo. Previous data acquired from a more comprehensive research performed by the Research and Study of Political Education in Early Childhood Group (GEPPEI) addressing twelve cities in Sao Paulo micro region showed that the considered city has an organizational Primary Education management structure that differs from the conventional hierarchy. Conventionally, each school would have a designated Head teacher or School coordinator. The analysed data showed that city "E" (identity preserved) had the institutions divided by Head teachers, working in a rotation system between schools rather than remaining in one school. Under this prism, further qualitative research based on a case study was performed. Two important points were considered when the field research started, the established relationship with the Head teachers that was comparable to the institutions denominated as "matrix" where the Head teacher remained in one school on a daily basis, and on the opposite side, the institutions denominated "non-matrix" had non-effective presence of the Head teacher. Consequently, this observation was important to outline the tools for data acquisition as well as to decide upon the institutions to be studied. Initially, four institutions were observed, two "matrix" (nursery and preschool) and two "non-matrix" (nursery and preschool). In addition to the participant observation (based on field notebook records of observed experiences), documental analysis and semi-structured interviews were also applied as a tool for data acquisition. It was identified from the field observation that each "nonmatrix" institution had a trusted employee that tried to solve daily issues for their Head teacher, remaining still linked to the school direction. Conversely, even with the effective daily presence of the Head teacher at the "matrix" institution, it was observed that children's rights were not being respected in certain situations, upon which the Head teachers did not take a position. The data acquisition at the "matrix" and "non-matrix" nursery was focused on family members, teachers and head teacher interviews. Moreover, interviews under the scope of Municipal Secretary of Education (SME) were performed with the Secretary of Education and the Administrative Superintendent of Primary Education. The principle of democratic management and specificity of work in Primary Education were the theoretical approach used on this study and from what was possible to conclude that the educational objectives are still misunderstood even by the SME, which directly interferes on teaching practice development in the institution, regardless of the Head teacher's effective presence. Therefore, the educational aims are not clear, and the management facing its democratic status will remain damaged as well as the education provided to the children.

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Section: Desse Modo Para As Autorasunclassified

Gestão na educação infantil: um estudo em duas creches do interior paulista

Paluan¹

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A Experiência Social Das Coordenadoras Pedagógicas Da Educação Infantil

SANTOS,

BARROSO

2023

Educ. rev.

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RESUMO: Este texto objetiva analisar o processo de constituição profissional das coordenadoras pedagógicas de creches e pré-escolas, a partir das experiências sociais por elas vividas no contexto da Educação Infantil. O artigo ancora-se conceitualmente nas Pedagogias da Infância e da Educação Infantil (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; entre outros), articuladas à sociologia da experiência, formulada por François Dubet (1996). Do ponto de vista metodológico, o material empírico foi produzido por meio de análise documental e entrevistas com seis coordenadoras pedagógicas de Turmalina, cidade situada na porção setentrional do estado de Minas Gerais e, consecutivamente, foi submetido à análise de conteúdo (BARDIN, 1977). As análises desse material permitiram verificar que elas atuam a partir de diferentes lógicas de ação para se constituírem profissionais, o que incide no processo de construção de suas profissionalidades. O estudo evidencia a emergência de um estatuto epistemológico que defina as funções devidas à coordenação pedagógica de creches e pré-escolas, tendo em vista as especificidades sociopolíticas e pedagógicas da Educação Infantil.

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Social Experience of the Pedagogical Coordinators of the Early Childhood Education

SANTOS,

BARROSO

2023

Educ. rev.

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This text aims to analyze the process of professional constitution of the pedagogical coordinators of daycare centers and preschools, based on the social experiences they have lived in Early Childhood Education. The article is conceptually based on the Pedagogies of Childhood and Early Childhood Education (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; among others), articulated with the sociology of experience, formulated by François Dubet (1996). From the methodological point of view, the empirical material was produced through document analysis and interviews with six pedagogical coordinators from Turmalina, a city situated in the northern of the State of Minas Gerais, Brazil, and, consecutively, was submitted to content analysis (BARDIN, 1977). The analyzes of this material allowed to verify that they act from different logic of action to become professionals, which affects the construction process of their professionalities. The study highlights the emergence of an epistemological statute that defines the roles due to the pedagogical coordination of daycare centers and preschools, considering the sociopolitical and pedagogical specificities of Early Childhood Education.

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Gestão Da Educação Infantil: Um Balanço De Literatura

Cited by 5 publications

References 7 publications

Gestão na educação infantil: um estudo em duas creches do interior paulista

Gestão na educação infantil: um estudo em duas creches do interior paulista

A Experiência Social Das Coordenadoras Pedagógicas Da Educação Infantil

Social Experience of the Pedagogical Coordinators of the Early Childhood Education

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