A PRÉ-ESCOLA NA ESCOLA: UMA REFLEXÃO ACERCA DAS PRÁTICAS PEDAGÓGICAS A PARTIR DA LEI N. 12.796/13

Abstract

The research discusses the recent legal order indicated by Law n. 12.796 / 13 which establishes the obligation of pre-school enrollment, with the general objective of verifying and problematizing the pedagogical practices carried out with preschool children from the Law, as well as the discourses and understandings from the professionals involved. The work is structured in three moments: initially, we seek to understand the historical trajectory of early childhood education focusing on children's rights; In the second stage, we present and analyze the legislation that instituted the compulsory enrollment for early childhood education in Latin America, especially Brazil and its challenges; In a third moment we present the field research carried out in 2017, in which we tried to analyze how the pedagogical practices in preschool are organized in a municipality from Paraná state and the kindergarten conceptions that support them. The research was conducted from a qualitative and exploratory data analysis, through field observations, interviews, texts readings that discuss childhood, early childhood education and policies for the area, inserting itself in the center of the discussions. Group of Studies and Research in Early Childhood Education - GEPEDIN, UNICENTRO. The field research was carried out in two public institutions in a medium-sized municipality in central-southern Paraná, in two Level I and II Preschool classes (children of 4 and 5 years) from each institution, totaling 4 classes, and their respective teachers and the institutions’ supervisors, with data collection was through practices observations with field diary records, and semi-structured interviews with class conducting teachers and the supervisors from each institution, recorded and transcribed. The data obtained revealed the strategies adopted by the municipality to comply with the Law, with emphasis on the preschool displacement supply to the environment of elementary schools, through journey partitioning and attendance, with teachers applying for teaching Elementary School. In the observations we found a fact that children are cared for in institutions that do not have a physical structure designed for the kindergarten age group compromises the pedagogical practices quality, especially the playing exercise. In addition, the pedagogical work showed a prevalence of schooling practices, lack of advice for school management, lack of planning based on interactions and games as indicated in the guiding area documents. Both teachers and supervisors, in their speeches and practices, showed a lack of clarity as to the purposes and objectives of early childhood education.