O direito à infância e à educação infantil: Retratos da fronteira Brasil-Paraguai

• Ano de defesa: 2023
• Autor(a) principal: RENAN GONÇALVES BARBOSA
• Orientador(a): Ione da Silva Cunha Nogueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Crianças. Educação em região de fronteira. Direito a educação. Educação Infantil.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/6502

This Master's research, affiliated with the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul, in the research line "Education, Childhood, and Diversity," focuses on the study of the rights of Childhood and Early Childhood Education on the Brazil-Paraguay border, specifically between the cities of Ponta Porã and Pedro Juan Caballero. The objectives are to understand how children's rights are contemplated and to what extent they are intended to be fulfilled in the pedagogical-political projects (PPPs) of Early Childhood Education institutions in both countries. To achieve this, the work was methodologically organized as a documentary research that built its results through bibliographical stages and comparative studies in education. This last stage specifically involves the analysis of pedagogical-political projects of a Brazilian and a Paraguayan institution that offer Early Childhood Education. The specific objectives include discussing how children are portrayed in the PPPs and their inherent rights. Additionally, examine whether they present a concept of childhood, a concept of education, and whether they mention, directly or indirectly, children in situations of daily migration. The theoretical and referential support for the analyses is based and guided on the Sociology of Childhood, using works by the well appointed authors Manuel Jacinto Sarmento, Willian Corsaro, and Jens Qvortrup. As a result, disparate socioeconomic realities between the institutions are presented, along with the institutions' view of children merely as potential adults and also the lack of child participation in schools' decision-making processes. Furthermore, the PPPs mention the issue of children who engage in daily migration to study in Brazilian schools in a very limited manner. The results also highlight the silencing of children's cultures, especially that of Paraguayan children in the Brazilian school context, and the need to revise educational strategies and processes, especially regarding curriculum organization.