Os planos municipais de educação e suas conexões com os projetos pedagógicos dos Centros Municipais de Educação Infantil em Feira de Santana - Ba (2012-2022)

Abstract

Since the 1988 Constitution, children and early childhood education have been in the spotlight in Brazil. From the 1990s and 2000s to the present day, a set of laws has been established to guide actions aimed at young children. This has resulted in a series of programs and initiatives by the Brazilian federal government that have led to changes in the way early childhood education is provided by municipalities, including the construction of a network of institutions such as the Municipal Early Childhood Education Centers (CMEIs) in Feira de Santana, which were set up in 2013. Taking these spaces as a reference, the research presented here was guided by the following question: What are the relationships between the guidelines for early childhood education established in the Municipal Education Plans in force between 2012 and 2022 and the Pedagogical Political Projects (PPPs) of the CMEIs? The overall aim of the research was to understand the relationship between the Municipal Education Plans in force between 2012 and 2022 and the Pedagogical Political Projects of the CMEIs in Feira de Santana, observing the links between the prescribed guidelines and the conditions of their materialization in the CMEIs. Three central categories were analyzed: early childhood education, childhood and planning. The category of early childhood education is relevant to understanding the process of establishing the pedagogical proposals of the CMEIs and analyzing the municipal early childhood education policy. The childhood category allowed us to understand it in its connection and interrelationship with early childhood education in the context of educational policies for children. The "planning" category is a relevant tool for perceiving and understanding the concepts that underpin the pedagogical organization of these institutions through their PPPs. As for the methodological paths, we opted for documentary research, considering a qualitative approach in its work in the field of educational research. We chose the model presented by Minayo (2001), which is organized in cycles, which are not solidified in watertight stages, but in plans that complement each other. The data collected showed that until 2018, the majority of educational institutions in the Feira de Santana municipal network had outdated or non-existent PPPs, which led to problems in terms of functional regularization, considering the formal requirements for authorization and accreditation. This situation was reversed by the Department of Education, but the mobilization did not reach everyone equally. Another important result is that the guidelines in local normative documents tend to repeat national normative documents and this leads to formulations that do not cover the specificities of the municipal context and have repercussions in the CMEIs. However, the PPPs, albeit timidly, reveal more effort by the management of the CMEIs to involve the community in their activities and seek to highlight the specificities of Early Childhood Education and Childhood. The data analysed shows inconsistencies in the democratization process of municipal education management, with restricted participation and discontinuous plans for the creation of PPPs.