Infância, educação e desigualdade no Brasil

Simões, Patrícia Maria Uchôa; Lima, Juceli Bengert

doi:10.35362/rie72035

Cited by 4 publications

(2 citation statements)

References 14 publications

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“…A desigualdade no acesso induzida pelo contexto socioeconômico é um assunto bastante explorado na literatura. Trabalhos têm identificado que crianças pertencentes a extratos mais carentes da sociedade apresentam mais dificuldades em acessar os serviços educacionais (European Commission, 2011;Fundação Maria Cecília Souto Vidigal, 2020;Simões & Lima, 2016;Vandenbroeck & Lazzari, 2014). Essa é uma demanda premente posta no PNE em curso no país, que estabelece como estratégia que, ao final de sua vigência, a diferença entre os percentuais de atendimento entre o quintil inferior e o quintil superior seja menor que 10% (Lei n. 13.005, 2014).…”

Section: Discussionunclassified

Acesso À Creche Nos Municípios Do Brasil: Possibilidades Para O Monitoramento

Couto

Sousa

2022

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Resumo O objetivo deste artigo é apresentar possibilidades de monitoramento do acesso à creche no nível municipal. Como estratégia metodológica foram calculadas taxas de atendimento escolar utilizando-se dados de matrículas obtidos no censo escolar e dados populacionais calculados a partir da metodologia de correlação de razões. Os resultados demonstraram que, em média, os municípios atendem 32,2% das crianças com até três anos, sendo evidenciadas desigualdades no acesso relacionadas à localização e ao contexto socioeconômico. A metodologia utilizada revelou potencial para auxiliar no monitoramento anual do acesso à creche em municípios do país.

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Section: Discussionunclassified

Acesso À Creche Nos Municípios Do Brasil: Possibilidades Para O Monitoramento

Couto

Sousa

2022

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“…André Augusto Anjos Couto, Sandra Zákia Sousa difficulty accessing education services (European Commission, 2011;Fundação Maria Cecília Souto Vidigal, 2020;Simões & Lima, 2016;Vandenbroeck & Lazzari, 2014). This is a pressing demand targeted by the PNE in course in the country, which sets as a strategy that by the end of its validity period, the difference between the provision rates for the lowest and highest quintiles is less than 10% (Lei n. 12.005, 2014).…”

Section: Access To Daycare In Brazilian Municipalities: Possibilities...mentioning

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Access to Daycare in Brazilian Municipalities: Possibilities for Monitoring

Couto

Sousa

2022

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This paper aims to present possibilities for monitoring access to daycare at the municipal level. As a methodological strategy, education provision rates were calculated using enrollment data from the school census and population data calculated through the ratio-correlation method. Results showed that, on average, municipalities serve 32.2% of children aged up to 3 years, and inequalities related to location and socioeconomic context were found. The methodology showed a potential for helping with the annual monitoring of daycare access in municipalities of the country.

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Children’s Perspectives on Their Learning in School Spaces: What Can We Learn from Children in Brazil and Finland?

Ferreira

Karila

Muniz

et al. 2018

IJEC

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In this study, we investigated children's perceptions of their learning experiences in early childhood education and care using data from two different settings: Brazil and Finland. We adopted a qualitative and cross-national research design. Photographs were used to gather children's representations of their learning places and spaces and also later to elicit reflections during group interviews. This process of using photographs allowed us to elicit children's perceptions about their learning. The analysis consisted of content categorization of the photographs, content analysis of the interviews, and juxtaposition of materials in a comparative framework. The children represented and conceived their learning experience in four categories of school spaces: objects, actions, significant others, and cultural practices. By analyzing each of these categories, we identify five core elements of children's perceptions about their learning: relevance of peer interactions; recognition of learning through play; children's acknowledgment of their own competence for learning; school spaces as places for learning actions; and present time as the timeframe for learning. Practical implications of these findings are discussed, including the importance and relevance of considering children's perceptions. Keywords Learning spaces • Children's perceptions • Cultural practices • Multicultural research Résumé Dans cette étude, nous avons examiné les perceptions des enfants de leurs expériences d'apprentissage dans les services d'éducation et de garde de la petite enfance à l'aide de données provenant de deux milieux différents: le Brésil et la Finlande. Nous avons adopté un devis de recherche qualitatif et plurinational. Des photographies ont servi à recueillir les représentations des enfants de leurs espaces d'apprentissage et également, à un stade ultérieur, à susciter des réflexions chez les enfants lors d'entretiens

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Infância, educação e desigualdade no Brasil

Cited by 4 publications

References 14 publications

Acesso À Creche Nos Municípios Do Brasil: Possibilidades Para O Monitoramento

Acesso À Creche Nos Municípios Do Brasil: Possibilidades Para O Monitoramento

Access to Daycare in Brazilian Municipalities: Possibilities for Monitoring

Children’s Perspectives on Their Learning in School Spaces: What Can We Learn from Children in Brazil and Finland?

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