A relação família-creche no programa Primeira Infância Completa

Abstract

The dissertation has, as a central theme, the relation between family and creche. It aims to analyze how these relation were understood in three public creches in the city of Rio de Janeiro, where the Primeira Infância Completa program (PIC) (Full Early Childhood program) was developed. It began in 2009 and finished in 2013, as part of the educational policies reform holding on the city. It was directed to children under 3 (three) years of age who did not find place in an early child educational system during the week. The PIC s activities happened on Saturdays, with the children, and, for their families, the creche promoted what they called "Escola de Pais (Parent School). The research analyzed the official documents that created and realized the program. Also, a dense literature survey on the subject was made in the electronic library SciELO and the work search tool Google Acadêmico, with articles published between 2005 and 2014. The research analysis were done based on consultants hired by UNESCO reports. The empirical research privileged dialogues among some program participant actors, such as directors, teachers, auxiliary staff childcare and children´s parents, involved on the PIC, from the three creches, totaling 122 subjects. The methodological procedures were interviews, focus groups and workshops. The issues raised by the subjects were compared with data from the consultancy undertaken by UNESCO. The research s results show that to the people who participated the PIC, its objectives were not clear. Although it happened in the physical space of creches (educational environment), it has a strong welfare nature. This fact characterizes it as an alternative mode of activities for children and families. To the families, the PIC was a way to find place to their children at the everyday creche s activities, and when it does not happen, they left the program. The quality of PIC was based on the effort of the directors actions. The PIC experience brought, as a contribution to the institutions, new ways to look at (or to think) about their pedagogical proposals and dealing with families, children and staff at the everyday early child system activities