Políticas educacionais da educação infantil: do direito as práticas vivenciadas.

Abstract

In this study, about the Public Policy Education Childish Education: the right practices experienced aimed to examine to what extent public policies are provided in Childish Education living context of public schools and their advances. This study based on qualitative research interviews with tabulation, with graphs showing the evolution of segment Childish Education in the city of Sousa-PB. We will see a brief history of Childish Education in Brazil and the municipality and the relationships of Childish Education professionals and public policy before and after the Law of Guidelines and Bases of National Education (LDBEN/96), its context and management. It is also necessary to know about the historical context in which the various government initiatives have been taken, in order to understand a little more about certain characteristics of the different periods of the Brazilian Educational system and thus preventing relapse in past mistakes. Understanding some of the marks of public policies by reviewing some historical aspects of the major educational changes. This study was an exploratory principle with the City Department of Education, Sousa-PB, followed by an interview with the subjects participating in Childish Education. Formation was observed, the time of teaching and service subjects. Having as a guiding point. As public policy Childish Education are provided in the context of experiential public school in the municipality of Sousa-PB. What we conclude is that even the SME striving to qualify Childish Education in all its scope: qualified teachers, adequate schools in infrastructure and didactic materials. Currently continues to fight for expansion of quality care in early Childish Education.