scholarly journals A ATUAÇÃO DO PSICÓLOGO ESCOLAR NA PREVENÇÃO DE DIFICULDADES DE APRENDIZAGEM NA EDUCAÇÃO INFANTIL

2018 ◽  
Vol 3 (10) ◽  
pp. 304
Author(s):  
Cristiane Viana da Silva Santos
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Basic Education ◽  
School Psychologist ◽  
Learning Difficulties ◽  
Childhood Education ◽  
Education And Health ◽  
Methodological Procedures ◽  
The City

THE ACADEMIC OF THE SCHOOL PSYCHOLOGIST IN THE PREVENTION OF LEARNING DIFFICULTIES IN CHILDREN EDUCATIONLA EJECUCIÓN DEL PSICÓLOGO ESCOLAR EN DIFICULTADES DE APRENDIZAJE EN LA PREVENCIÓN DE EDUCACIÓN INFANTILO artigo busca analisar a atuação do psicólogo escolar do Programa Saúde nas Escolas (PSE) da Prefeitura do Rio de Janeiro, na prevenção de dificuldades de aprendizagem na Educação Infantil, visto que, na prática das escolas acompanhadas através dos encaminhamentos realizados pelas professoras e coordenação/gestão, muitas das “queixas” apresentadas estão vinculadas à área de dificuldades de aprendizagem. Em geral, as crianças no Ensino Fundamental apresentam atraso no desenvolvimento escolar, embora estejam em turma compatível com sua faixa etária. Com isso, é necessário nos voltarmos para a atuação cada vez mais precoce na modalidade de Educação Infantil, por ser esta a primeira etapa da educação básica e uma fase de descoberta, desenvolvimento de habilidades e socialização. Este trabalho tem como objetivo avaliar como o psicólogo escolar intervém na prevenção das dificuldades de aprendizagem na Educação Infantil dentro da perspectiva e interface de educação e saúde. Os procedimentos metodológicos foram realizados de forma qualitativa, sendo de cunho bibliográfico-documental, baseado na revisão e análise dos documentos referentes aos conceitos deste estudo, bem como através do relato de experiência do período de atuação como psicóloga deste projeto, em 11 escolas do amanhã que trabalham com o segmento da Educação Infantil, situadas na 8º CRE (Bangu), no município do Rio de Janeiro. Percebe-se que o projeto do PSE tem sido uma maneira dos profissionais de Saúde contribuir com a saúde integral desta população em questão, assim como de promover a prevenção de dificuldades das crianças.Palavras-chave: Psicólogo Escolar; Prevenção das Dificuldades de Aprendizagem; Infância.ABSTRACTThe article aims to analyze the performance of the School Psychologist of the Health Program in Schools (PSE) of the City of Rio de Janeiro, in the prevention of learning difficulties in Early Childhood Education, since the practice of the attended schools, through the articles written by teachers and coordination / Management, many of the "complaints" presented, are linked to the area of learning difficulties. In general, children in elementary school are delayed in school development, although they are in a class compatible with their age group. With this, it is necessary to turn to the increasingly precocious performance in the modality of Early Childhood Education (because it is the first stage of basic education), and this is a phase of discovery, development of skills and socialization. This article aims to evaluate how the School Psychologist intervenes in the prevention of learning difficulties in Early Childhood Education within the perspective and interface of education and health. The methodological procedures were carried out in a qualitative way, a bibliographical-documentary nature, based on the review and analysis of the related documents of the concepts of this study, as well as through the experience report of the period that I worked as a Psychologist of this project, in 11 “schools of tomorrow”. Which work with the segment of “kindergarten”, located in the 8th CRE neighborhood of Bangu, in the city of Rio de Janeiro. It can be notice that the PSE project has been a way for Health professionals to contribute to the full health of this population, as well as a way to promote the prevention of children's difficulties.Keywords: School Psychologist; Prevention of Learning Difficulties; Childhood.RESUMENEl artículo pretende analizar el desempeño del Programa de Salud Escolar psicólogo en las escuelas (PSE) de la Municipalidad de Río de Janeiro, en la prevención de dificultades de aprendizaje en el jardín de infantes, ya que en la práctica las escuelas monitoreadas a través de referencias de los maestros y la coordinación / gestión, muchas de las "quejas" presentadas, están relacionados con el área de las discapacidades de aprendizaje. En general, los niños en la escuela primaria han retrasado el desarrollo de la escuela, a pesar de que están en la clase consistente con su grupo de edad. Por lo tanto, es necesario recurrir a la intervención cada vez más temprana en la forma de la educación inicial (como la primera etapa de la educación básica), y que se trata de una fase de descubrimiento, desarrollo de habilidades y socialización. Este artículo tiene como objetivo evaluar cómo el psicólogo escolar involucrado en la prevención de problemas de aprendizaje en la educación de la primera infancia desde la perspectiva y la educación y la interfaz de la salud. Los procedimientos metodológicos se llevaron a cabo de una manera cualitativa, y la naturaleza bibliográfica y documental, basado en la revisión y análisis de los documentos relacionados con los conceptos de este estudio, así como a través del período del informe experiencia que trabajaba como psicólogo para este proyecto en 11 escuelas del mañana trabajar con el segmento de la educación infantil, situada en la 8ª CRE (Bangú), en el municipio de Río de Janeiro. Se observa que el proyecto de PSA ha sido un camino para los profesionales de la salud que contribuyen a la salud general de esta población en cuestión, así como una forma de promover la prevención de las dificultades de los niños.Palabras clave: Psicólogo de la Escuela; Prevención de Problemas de Aprendizaje; Infancia.

A relação entre os princípios da integração sensorial e dificuldades de aprendizagem na visão dos professores de educação infantil na cidade de Lagarto/SE/ The relation between the principles of sensorial integration and learning difficulties by the view of teachers from child education in the city of Lagarto/SE

2020 ◽  
Vol 4 (6) ◽  
pp. 891-910
Author(s):  
Hédila De Almeida Matos ◽  
Maria Natália Santos Calheiros ◽  
Jessyca Gabrielle Albuquerque Virgolino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sensory Processing ◽  
Learning Difficulties ◽  
Structured Interview ◽  
Childhood Education ◽  
Child Education ◽  
Relationship Of ◽  
The Relationship ◽  
The City

O presente estudo tem como objetivo entender a percepção dos professores de educação infantil sobre os princípios da Integração Sensorial (IS), assim como a identificação dos sinais sugestivos de Disfunção de Processamento Sensorial (DPS) e as atribuições ao processo de aprendizagem. A amostra foi constituída de 13 professores vinculados a 3 escolas de educação infantil do município, com os quais aplicou-se um questionário e uma entrevista semiestruturada. Através desta coleta, foi possível encontrar uma dificuldade no reconhecimento dos princípios de IS, assim como na relação dos comportamentos das crianças que apresentam dificuldades de aprendizagem com sinais de DPS ocorrendo uma atribuição desses acontecimentos a fatores familiares e da idade infantil. Contudo, conclui-se que os professores não possuem preparação para lidar com crianças que apresentem demandas relacionadas a DPS e que eles não conseguem compreender a importância de uma melhor investigação e avaliação dessas crianças por um profissional habilitado como o terapeuta ocupacional.Palavras-chave: processamento sensorial, aprendizagem, professores, crianças.AbstractThe present study aims to understand the perception of early childhood education teachers about the principles of Sensory Integration (IS), as well as the identification of signs suggestive of Sensory Processing Dysfunction (DPS) and attributions to the learning process. The sample consisted of 3 early childhood education schools that together present a total of 49 teachers, of which only 13 agreed to participate in the research, where a questionnaire was applied and a semi-structured interview was conducted with the objective of profiling these teachers. Through this collection it was possible to find a difficulty in recognizing the principles of S, as well as in the relationship of the behaviors of children who present learning difficulties with signs of SD, with an attribution of these events to family factors and child age. However, it is concluded that teachers are not prepared to deal with children who present demands related to Sensory Processing Dysfunction, and that they cannot understand the importance of better investigation and evaluation of these children, by a qualified professional such as the Occupational Therapist.Keywords: sesorial processing, learning, teaching, children.ResumenEl presente estudio tiene como objetivo comprender la percepción de los maestros de educación en la primera infancia sobre los principios de la Integración Sensorial (IS), así como la identificación de signos sugestivos de la Disfunción del Procesamiento Sensorial (DPS) y las atribuciones al proceso de aprendizaje. La muestra consistió en 3 escuelas de educación infantil que en conjunto presentan un total de 49 profesores, de los cuales sólo 13 acordaron participar en la investigación, donde se aplicó un cuestionario y se realizó una entrevista semiestructurada con el objetivo de perfilar a estos profesores. A través de esta colección fue posible encontrar una dificultad para reconocer los principios de S, así como en la relación de los comportamientos de los niños que presentan dificultades de aprendizaje con signos de SD, con una atribución de estos eventos a factores familiares y edad infantil. Sin embargo, se concluye que los maestros no están preparados para tratar con niños que presentan demandas relacionadas con la Disfunción del Procesamiento Sensorial, y que no pueden entender la importancia de una mejor investigación y evaluación de estos niños, por un profesional calificado como el terapeuta ocupacional.Palabras clave: procesamiento sensorial, aprendizaje, profesores, niños.

LAYANAN POS PENDIDIKAN ANAK USIA DINIDALAM PENINGKATAN AKSES PENDIDIKAN ANAK USIA DINI

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
J.M Tedjawati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
High School Graduates ◽  
Public Support ◽  
Community Support ◽  
Family Welfare ◽  
Childhood Education ◽  
Education And Health ◽  
Provision Of Services ◽  
Qualitative Descriptive

AbstrakTujuan penelitian ini yaitu untuk mendeskripsikan dan menganalisis peran layanan Pos-Pendidikan Anak Usia Dini (Pos-PAUD) dalam meningkatkan akses PAUD yang meliputi dukungan orangtua dan masyarakat, serta pelaksanaan layanan Pos-PAUD. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Informasi layanan Pos-PAUD dikumpulkan dari empat kabupaten/kota pada tahun 2013. Hasil studi menemukan pertama, semua orang tua menyadari pentingnya dan bermanfaatnya. Selain itu, dukungan masyarakat didasarkan pada penerimaan program PAUD dan ikut serta dalam sosialisasi pentingnya PAUD. Kedua, layanan Pos-PAUD dilaksanakan dengan adanya peserta didik di sekitar lembaga; pendidiknya dari kader Posyandu, pembinaan kesejahteraan keluarga, bina keluarga balita, yang relatif hanya lulusan Sekolah Menengah Atas dan bekerja dengan “sukarela” tanpa imbalan; sarana prasarana dan biaya masih terbatas dalam penyelenggaraannya. Tingkat capaian tumbuhkembang anak dipengaruhi oleh pemberian layanan dalam pendidikan dan kesehatan. Pendidikan dilaksanakan antara lain melalui penanaman nilai agama (berdoa), jalinan komunikasi dan kerjasama antar anak, sehingga anak lebih mandiri dan mengalami perubahan berpikir. Layanan kesehatan dilakukan dengan penimbangan berat dan tinggi badan, imunisasi dan pemberian makanan dengan gizi seimbang melalui pemberian sehingga diperoleh fisik yang sehat. AbstractThe purpose of this study is to describe and analyze the role of Early Childhood Education Post (ECD Post) in improving access to early childhood education including the parental and community support, as well as the implementation of ECD Post service. This study used a qualitative descriptive approach. Information about the ECD Post service was collected from four districts/cities in 2013. The study found, first, all parents were aware of the importance and benefits of early childhood education. In addition, public support was based on the acceptance of early childhood programs and participation in the importance of early childhood dissemination. Second, ECD Post service was conducted by the participation of learners living close to the institution; educators were from Posyandu, fostering family welfare, parenting education (Bina Keluarga Balita), who were relatively only high school graduates and working voluntarily without reward; the implementation was running on limited infrastructure and funding. The level of children’s growth and development were affected by the provision of services in education and health. Education was carried out through the cultivation of religious values (praying) and also communication and cooperation among children in order to encourage children’s independency and a better thought process. Health services were performed by weight and height control, immunization, and provision of balanced nutrition through various meal menu in order to obtain a healthy physique.

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

scholarly journals Letramento Visual na Educação Infantil: uma Proposta de Ensino

2019 ◽  
Vol 20 (3) ◽  
pp. 327
Author(s):  
Ana Carolina Vieira de Brito ◽  
Alda Maria Coimbra Aguilar Maciel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Nursery School ◽  
National Curriculum ◽  
Narrative Structure ◽  
Childhood Education ◽  
Teacher Opinion ◽  
Educational Product ◽  
Curriculum Guidelines

O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract                                                                                                   This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro.  The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.

scholarly journals VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA

2020 ◽  
Vol 17 (1) ◽  
pp. 336-349
Author(s):  
Silvia Adriana Rodrigues ◽  
Andreia Guilhen Pinto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Basic Education ◽  
Childhood Education ◽  
Teaching Identity

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.

scholarly journals Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children

2019 ◽  
Vol 41 ◽  
pp. e43759
Author(s):  
Patrícia Domingos dos Santos ◽  
Franciele Cascaes da Silva ◽  
Bruna Weber Santos ◽  
Camila Isabel Santos Schivinski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Respiratory Infections ◽  
Nursery School ◽  
Acute Respiratory Infections ◽  
Education Professionals ◽  
Childhood Education ◽  
Nursery Schools ◽  
The City

The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.

scholarly journals Saberes de futuras pedagogas sobre a ludicidade na educação infantil (p. 73-95)

2017 ◽  
Author(s):  
Claudio Wagner Locatelli ◽  
Eliane Cristina Couto De Lima ◽  
Maisa Helena Altarugio
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sao Paulo ◽  
Teaching Profession ◽  
São Paulo ◽  
Teaching Knowledge ◽  
Childhood Education ◽  
Questions And Answers ◽  
Teachers Training ◽  
The City

Este trabalho apresenta uma discussão dos dados da etapa inicial de uma pesquisa de mestrado em andamento acerca das concepções de 19 estudantes de pedagogia, de uma faculdade privada de São Paulo, sobre o usode atividades lúdicas na educação infantil, obtidas por meio de um jogo de perguntas e respostas. As análises caracterizam as concepções de acordo com o instrumento teórico “dimensões lúdicas”, de Lima (2015), e revelam as origens dos saberes que emergem dessas concepções, de acordo com os referenciais de Tardif (2000, 2010). Nosso objetivo é expor em que medida esses saberes são suficientes ou carregam limitações em função da atual demanda para os futuros profissionais, considerando a complexidade do campo lúdico e sua relevância para o segmento da educação infantil. As conclusões se dirigem para um questionamento da atual formação docente para o magistério, no sentido de incrementar e valorizar a formação lúdica desses profissionais e de articular os saberes que circulam nas atividades docentes.Palavras-chave: Ludicidade. Saberes do docente. Educação lúdica. Docente em formação. Educação infantil.AbstractThis paper presents a discussion of the initial data of a master’s research in progress about conceptions of 19 teaching students from a private college in the city of São Paulo (Brazil), on the use of playful activities in early childhood education, obtained through a game of questions and answers. Analyses characterize the conceptions according to the theoretical reference Playful Dimensions of Lima (2015) and reveal the origins of knowledge emerging from these conceptions, according to referential of Tardif (2000, 2010). The goal is to expose the extent to which this knowledge is sufficient or carry limitations due to the current demand for future professionals, considering the complexity of the playful field and its relevance to the segment of early childhood education. The conclusions are directed to a questioning of the current teacher training for the teaching profession in order to increase and enhance the playful training of these professionals and to articulate the knowledge circulating in teaching activities.Keywords: Payfulness. Teaching knowledge. Teachers training. Playfulness education. Early childhood education.ResumenEn este trabajo se presenta un análisis de los datos de la etapa inicial de la investigación de maestría en curso, sobre las concepciones de 19 estudiantes de enseñanza de una universidad privada en São Paulo, en el uso de las actividades de juego en la educación infantil, que se obtiene a través de un juego preguntas y respuestas. Los análisis caracterizan las concepciones de acuerdo con el instrumento teórico Dimensiones lúdicas de Lima (2015) y revelan los orígenes del conocimiento que emerge de estas concepciones, de acuerdo con las referencias de Tardif (2000, 2010). Nuestro objetivo es exponer la medida en que este conocimiento es suficiente o limitaciones de carga debido a la demanda actual de los futuros profesionales, teniendo en cuenta la complejidad del campo de juego y su relevancia para el segmento de la educación infantil. Los resultados se dirigen a un cuestionamiento de la formación de profesores actual de la profesión docente con el fin de aumentar y mejorar la formación lúdica de estos profesionales y para articular el conocimiento que circula en las actividades de enseñanza.Palabras clave: lúdico. Conocimientos del maestro. Educación del lúdico. Formación docente. Educación de la primera infancia.

scholarly journals Educação Ambiental e Apropriação de Valores: um Diálogo Possível na Educação Infantil

2019 ◽  
Vol 20 (3) ◽  
pp. 332
Author(s):  
Cristiane Magalhães Bissaco
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Moral Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Childhood Education ◽  
Education Environment

Partindo do entendimento de que a Educação Ambiental deve ser uma prática intencionalizada e coerente, este trabalho se propõe a realizar uma revisão bibliográfica que articule o campo teórico da Educação Ambiental com o da Educação Infantil, a fim de observar os limites e as possibilidades da prática docente ao tratar da construção ou apropriação de valores. Assim, os seguintes questionamentos norteiam a pesquisa: que práticas docentes podem ser identificadas em relação à apropriação de valores? Elas abarcam a temática ambiental? Em que contextos são pesquisadas? A Educação Infantil é um desses contextos? Para tal discussão foram levantados nove artigos internacionais, que levam o leitor a compreender que as práticas docentes em relação aos valores ensinados são distintas de um artigo para outro: sendo dois deles como prática moral, três como construção, dois como socialização, um como formação de hábitos e um como clarificação. Apenas dois dos artigos não abarcam a temática ambiental. Em relação ao contexto de pesquisa, neste levantamento os artigos estão assim distribuídos: cinco destinados à Infância - Educação Básica, um trata da Educação básica com adolescentes e três destinados ao Ensino Superior. Portanto, concluiu-se que a Educação Infantil é um dos contextos em que a Educação Ambiental tem sido pesquisada, principalmente, no que se refere à apropriação de valores pertinentes à temática ambiental. Palavras-chave: Educação Moral. Meio Ambiente. Infância. AbstractBased on the understanding that Environmental Education should be an intentional and coherent practice, this paper proposes to perform a literature review that articulates the theoretical field of Environmental Education with that of Early Childhood Education, in order to observe the limits and possibilities of teaching practice, when dealing with the value construction or appropriation. Thus, the following questions guide the research: What  teaching practices can be identified in relation to the values appropriation ? Do they cover the environmental theme? In what contexts are they researched? Is early childhood education one of these contexts? For this discussion nine international articles were raised, which lead the reader to understand that teaching practices in relation to the values taught are distinct from one article to another: two of them as moral practice, three as construction, two as socialization, one as habits formation and one as clarification. Only two of the articles do not cover the environmental theme. Regarding the research context, in this survey the articles are directed to: five for Childhood - Basic Education, one for Basic Education with adolescents and three for Higher Education. Therefore, it was concluded that early childhood education is one of the contexts in which environmental education has been researched, especially regarding the appropriation of values relevant to the environmental theme. Keywords: Moral Education. Environment. Childhood. 

A Qualidade na Educação Pública Infantil Brasileira: um Estudo de Caso em uma Cidade do Vale do Paraíba Paulista

2018 ◽  
Vol 19 (4) ◽  
pp. 410
Author(s):  
Pétala Gonçalves Lacerda ◽  
Edna Maria Querido de Oliveira Chamon ◽  
Nilsen Aparecida Vieira Marcondes
Keyword(s):  
Early Childhood ◽  
Public Education ◽  
Early Childhood Education ◽  
Basic Education ◽  
Local Level ◽  
National Level ◽  
Or Education ◽  
Basic Study ◽  
Childhood Education

Considera-se relevante a reflexão sobre a qualidade da Educação Infantil brasileira, porque se constata que a ampliação da oferta na faixa etária, de zero a cinco anos, aconteceu em detrimento da atenção às condições de funcionamento das instituições infantis. Referenciada como uma das etapas da Educação Básica, a Educação Infantil não esteve entre as prioridades educacionais durante praticamente todo o século XX. Somente a partir de 1990 se intensificaram os debates sobre o assunto e, assim, a educação da primeira infância passou a fazer parte das políticas públicas educacionais. Diante disso, objetiva-se com este estudo básico, qualitativo e descritivo, caracterizado como estudo de caso, refletir sobre a qualidade na educação pública infantil brasileira em âmbito municipal. Conclui-se, portanto que a qualidade na educação pública infantil brasileira poderá se estabelecer em âmbito nacional por meio de Políticas Educacionais Municipais, ou seja, em cada Rede Municipal ou Sistema de Ensino que, ao se fortalecer desenvolverá a educação como um todo. Palavras-chave: Educação Pública Infantil. Experiência Municipal. Vale do Paraíba Paulista. AbstractIt is considered relevant reflection on the quality of Brazilian early childhood education because it turns out that the expansion of supply in the age group from zero to five years, took place at the expense of attention to the working conditions of children's institutions. Referenced as one of the stages of basic education, early childhood education was not among educational priorities during the entire twentieth century. Only since 1990 discussions have been intensified on the subject, and so the early childhood education became part of the public educational policies. Therefore, the objective of this basic study, qualitative and descriptive, characterized as a case study, is reflect on the quality of Brazilian children's public education at the local level. It follows therefore that the quality of Brazilian children's public education may be provided at the national level through Municipal Educational Policy, that is in each municipal network or education system that, upon strengthening will develop education as a whole. Keywords:  Children’s Public Education. Municipal Experience. Paulista Paraíba Valley. 

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