Educação Infantil na Favela da Maré: Pouco se tem? Muito se espera?

Abstract

This work is based on the presentation and analysis of historical, social and pedagogical aspects of Early Childhood Education in Complexo da Maré, with the general objective of investigating the main challenges faced in order to have a public and quality Early Childhood Education in Slum da Maré. Therefore, we analyzed the expectations of a sample of this population in relation to the quality of this teaching. The Case Study developed at the Child Development Space Professor Solange Conceição Tricarico is used as a method. In chapter 1, the theoretical methodological framework is composed by the authors Oliven (2010), Lopes (2008), Ojima (2007), Davis (2006) and Carvalho (1987), among other authors, to think about the urbanization and favelization process of City of Rio de Janeiro. In this chapter, in particular, Carvalho's work (1987) contextualizes the process of Europeanization of the city in Rio de Janeiro at the beginning of the 20th century and the removal of the less favored sections of the population from the political discussion and citizenship of the time. To reflect on Periphery and Slum, we take as a basis the studies carried out by Machado (2002), Perlman, (2002), Zibechi (2015) who, among other authors, address the stereotypes that mark the vision of the peripheral population, mentioning violence, lack basic hygiene and health structure, but as a space for struggle, cultural production, resistance and artistic expression. In chapter 2, to problematize the concept of child, to reach the category of childhood and of the child as a subject of rights, we dialogue with Ariès (1981), Fernandes; Kuhlmann Júnior (2004),Lajolo (2006). The analysis of issues related to children in the school institutionalization process opens the items in this chapter that deal with Early Childhood Education, from the historical periods that focus on the duality of the school supply, in order to allow reflection on the education developed in the Slums. For this, works by authors such as Andrade (2010), Didonet (2001), Kramer (1999), Oliveira (2001) and Souza (2010), are used for the development of relations between childhood and the School, in addition to texts by Freire (1986), Beto (1886) Santos (2017), Saviani (2008). We ended Chapter 2 with the national legislation on Early Childhood Education, in which the figure of the child stands out as a subject of rights. The third and last Chapter of this research is a case study of the Child Development Space (EDI) Professor Solange Conceição Tricarico, which deals with the survey of the vision and expectations of a sample of mothers of students of this EDI, about the main challenges found for the educational offer and attendance of children in this space. Thus, when it comes to the challenges and possibilities of the provision of Early Childhood Education in a complex slum such as Maré, whether under the analytical historical aspect developed in this work, or from the structure of the analyzed EDI, questions arise: what do you have, in terms of Early Childhood Education in the Early Childhood Space Is Professor Solange Conceição Tricarico enough to serve a slum in need of public services? What do the interviewed mothers expect from EDI? How to overcome the precariousness and actually offer quality public education for the children of Maré? We note that, in addition to the flagged literature, the mothers' responses showed that there is very little in Maré in terms of safety, infrastructure, basic sanitation, public investments that can respond to the demands of a population of almost 140 thousand people. However, there is a lot in the Slum da Maré: a lot of struggle, resistance, culture, hope, power and EDI Professor Solange Conceição Tricarico was identified as one of those spaces in Maré