A criança como "sujeito de direitos" no cotidiano da educação infantil

• Ano de defesa: 2012
• Autor(a) principal: Marchiori, Alexandre Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Subject of right; Early childhood education; Integral education; Sujeito de direito; Educação de crianças; Educação integral; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6099

This research was developed in Vitória (ES), at the Municipal Center Early Childhood Education (CMEI) Darcy Vargas. The methodology used in the research is characterized as ethnographic type study, requiring up procedures within the qualitative approach, using participant observation, systematic recording in a field diary and photographic record. The permanence in the field of research included a period between September and December 2011. The objectives were to understand the process of appropriation of the discourse regarding the child as a subject of rights and its implications on the teaching practices of early childhood integral education. Specifically corresponded: to research into the historical processes produced around the idea of child as subject of rights; to analyze the appropriation of the concept of child as subject of rights by the field of early childhood education; and to inquire into the implications of the recognition of child as a subject of rights in everyday early childhood education. The subjects of the research were the children, the teachers and early childhood education assistants of the mixed class, made up of children of different age groups and varied between 4 years to 6 years, of morning shift CMEI Darcy Vargas. Before the discussions area of law, the historical context of the child as a subject of rights and, specifically, the right to access and permanence in early childhood education, (tensed) put in evidence the implications of recognizing the child as a subject of right in a context in which children are met the Integral Education Program. The hypothesis, that the recognition of the child as a subject of rights creates changes in the concept of childhood and conceptions of children, it s legitimate. The educational practices accompanying this movement in the field of early childhood education. The results indicated that the existence of Integral Time Education Program, in the daily life of early childhood education, presupposes the recognition of the child as a subject of right, however, in the practices instituted are the rights of adults, espousing a contradiction of the guidelines of the Program, aimed, especially, to children at risk and/or social vulnerability