Ambientes para a Educação Infantil: o Proinfância em Quatis

Abstract

This research is part of a bigger study that approaches educational and environmental public politics to babies and children up to three years old, at different municipalities of the state of Rio de Janeiro. It is a Case Study developed at a Proinfância edification, at the city of Quatis. Seeks to comprehend how families, teachers and helpers of early childhood education think and experience the unit, inaugurated in 2012. The questions that guide the proposed study are: i) What is the impact of the Proinfância edification in the educational context of the municipality of Quatis? ii) How is the CMEI seen by the families, teachers and auxiliaries of early childhood education? iii) Which are the main wishes and needs of the relatives and professionals in face of the theme of the research? iv) How common are the propositions between the professionals’ and the families’? The theoretical approach that guides the research is the social-historical-cultural (VIGOTSKI, 2001, 2004), that assumes the dialogical nature of the relations between the researcher and the research subjects. Several instruments of data production have been used, such as documental analysis, field observation, interview and questionnaire, and another two from the Post-Occupation Evaluation (POE) such as: Mind Map and Wish Poem. The results of the analysis show similarities between the evaluations of the edification made by CMEI’s professionals and families, concerning the project and the edification; as well as referring to daily activities: the building’s appreciation as a whole; building’s view as an identity reference; distance between the creche and the city centre; bucolic landscape; necessity of more toys and play activities; including toys to the solariums; little amphitheatre as a danger area; feeling of belonging to CMEI; lack of collective transport in the city; need for ceiling and closing of the edges of the schoolyard roof; necessity of an auditorium; reforms at the edification and increment of pedagogical resources, including buying books adequate to the age group, art’s materials to daily activities. The aim of this research is to encourage others that value the participation of the users, listening to them and registering their evaluations in future processes of planning and implementation of new expansion politics of early childhood education.