Educação infantil e diversidade : concepções das profissionais de uma rede municipal de Pires do Rio-GO

Abstract

The need to discuss diversity in Childhood Education has been reaching advanced dimensions among researchers, nursery school and preschool teachers, educators and related professionals, for diversity is commonly seen through the perspective of a single gender, normally the one which impacts care the most, especially in education inclusion of people with disabilities, giftedness, high ability and / or disorders in the development. In this sense, aimed to identify the conceptions of childhood, the research verifies which conceptions of Childhood Education and diversity professionals from municipal schools in Pires do Rio, in the state of Goiás, hold. We have used the National Curriculum Guidelines for Early Childhood Education (DCNEI) (BRASIL, 2009) to instruct concepts which goes from Childhood Education to diversity. The research was carried out in the Municipal Day Care Luara Sisterolli de Carvalho Andrade-Pro Childhood, which attends children from more or less ten surrounding neighborhoods, having 125 enrolled children by the time the research was conducted. We have used empirical and qualitative approach of exploratory type as methodology and we have divided it into three phases: first phase: document analysis; second phase: observation; third phase: semi structured interview with twenty educational professionals from the Day Care, including the manager and the Municipal Childhood Education coordinator. The paper is divided into three chapters: ―Childhood Education: from Day Care to educational institutions‖; ―Public education policies: a glimpse from the perspective of diversity‖; ―Childhood Education and diversity: conceptions of the researched individuals‖. The theoretical background we have used is: Kramer (1984), Ariès (1981), Kuhlmann Jr. (1998), Libâneo (2005), Donzelot (1980), Oliveira (2005), Rizzo (2003), Arce (2001), Grossi (1998), Merisse (1997), Cerisara (2002), Brah (2006), Boaventura de Sousa Santos (1997), Hall (1992), Silva (2006), Fleuri (2003), Candau (2002), Forquim (1993), Nanni (1998), Souza e Fleuri (2003), Canen (2001), Reis (2013), Tomaz Tadeu da Silva (2002), Mittler (2003), DCNEI (BRASIL, 2009), Rosemberg (1989). The survey results showed that there is a lack of knowledge of public policy on early childhood education and the diversity of nursery education professionals. It is noticed that the education professionals are much more interested in other emerging issues in the survey as the professional status effective as municipal public server, update the base salary, short professional development. Thus, we see a deficit of knowledge on the part of the professionals involved in the educational process and the educational policies and the daily work with the children in favor of designing the objectives and justifications to work towards diversity. Interesting report that interviewed said they work diversity, but do not know name in which perspective and there are suggestions from City Department of Education to guide their work on the diversity.