Relações de gênero e docência na educação infantil: interfaces entre políticas públicas e abordagens pedagógicas

Abstract

This academic work aims to map the political Dimension of attributions and operational responsabilities of Children’s Education having has aspect of the emphasis the recognition of the citizenship right for the children from 0 to 5 years old. In this context, the Children’s Education i show share of the challenge for the educational public policies, with a view the specificities of the services of the your target public. Without disregarding the importance of the all involved dimensions in educational public policies, we do know the focus of the principal interest this research: the knowledge about the existence of the discussions about gender relations in Children’s Education. Know the scope of the research, we achieve a bibliographic study in publications associated about this subject and analyse the following documents: the item of National Education Plan relating the Children’s Education, in the versions 2001 and 2014; the indicators of the Quality in a Children’s Education; two versions of the National Curricular Guidelines for the Children’s Education and the curricular proposals of the Juiz de Fora (MG)- Children’s Education: the construction of the daily pratice and The pedagogical pratice in the Children’s Education: dialogues in the daily. We analyse such documents with the objective to know if- and how- the gender relations are discussed in this level of education. Conclude the analysis these documents, the going to the field counted with representatives of the Municipal Departament of Education, of the Coordination of the Public Policies of the Women’s House and with teachers of the Municipal Network for Children’s Education of the Juiz de Fora. From the crossing of the data obtained in the interviews and analysis of the bibliographic and documental sources, the presente study concluded that the debate of the theme gender in the Children’s Education, historically, presente discontinuity and superficiality in the oficial documents, cause of the involvement of the contradictory political conceptions, though studies of the field’s Education certify the importance of the discussion and, demonstrabily, the theme is done presente in the daily of the institutions researched, linked to thoughts about the respect to Diversity and phenomenon of violence intra and after school. The academic work reveals, therefore, a general framework with many political disputes and tensions that reflected in the pedagogical actions of the Children’s Education.