Movimentos sociais e direito à educação infantil em São Gonçalo: perspectivas e dilemas da política de convênios entre poder público e creches comunitárias

Abstract

This dissertation examines the policy of covenants between the Community Daycare Centers of São Gonçalo and the Educational Municipal Department of that City. The broader purpose of this research was to investigate whether and to what extent the policy of covenants, particularly since 2004, when the associated daycares were incorporated into the Educational Municipal Department of the City, allows the creation of a quality early childhood education community. The theoretical framework is based on the dialogue with the works of Gramsci (1989, 2000, 2002), whose conception of policy as a struggle for hegemony contributed to the comprehension and analysis of the disputes and conflicts that pervade the infant education in the Community Daycares Gonçalenses. Disputes and differences among the formulated projects and defended by social movements and the policies implemented by the government. From the methodological point of view, although the focus of this research has focused on semi-structured interviews carried on, this research was built by linking the qualitative and quantitative approaches. Based on surveys provided by National Research Institutes, by the Education Department of the city and by the movement Daycare Articulation and the Pre-school Community of São Gonçalo (Artcreche), was traced a brief overview of the expansion of the enrollment in the city Daycares. Interviews were conducted with one of the leaders of the Union of the Daycare Communities of São Gonçalo as well as with people linked to the Education Department of the city, with links and roles differently. Available Documents given by the Artcreche Movement were also used as sources. From the understanding of that in the language we can find conceptions tangled to the worldviews and the perspectives of the individual?s speaking (BAKHTIN, 2009), sought to learn and analyze the talk of the groups that make up infant education community in town. The covenants are immersed in deep and complex contradictions. That because, whether on the one hand, contribute to the expanding access to infant education, on the other hand, they also constitute as an offering in which public investments are only partial and the right to education, which should be guaranteed by the state, rests on the community itself. We can perceive improvements in the policy covenants in recent years. However, there are still many challenges that partnerships enable the construction of a community of infant educational quality.