Educação infantil: do direito a oferta e ao acesso partir dos quatro anos de idade

Abstract

This work was carried out with the support of the Observatory Program of Education (OBEDUC / ELOS), from Higher Education Personnel Improvement Coordination - CAPES / Brazil and it presents limits and possibilities related to the implementation of the Law nº. 12,796 of April 04th , 2013. It has as objective to identify policies related to the right, the offer and the access of Early Childhood Education in Brazil, as well as the enrollment indicators by the Constitutional Amendment 59/2009 and law nº. 12.796 / 2013. This research is guided methodologically by the quantitative and qualitative approach, using quantitative data from INEP and theoretical basis, through legal documents and references, including: Bordignon (2009), Libâneo (2005), the Constitution of 1988, law of Guidelines and Bases of National Education nº. 9394 / 1996 National Education Plan 2014-2024, law nº. 12,796 of 2013, CNE nº. 09 of 2009 and Resolution nº. CMESM 30, 2011, among others. It was concluded that the Basic Education had over the years, very different figures for the initial enrollment, however maintained its average enrollment. In overall numbers, in the midst of Basic Education, Early Childhood Education also remained with an average between the years studied, but its effective obtained a growing larger in relation to the other stages of Basic Education. This is due to the concern in expanding the offerings in the number of vacancies, in addition to incentives and municipalization of early childhood education by the Federal Government. In the legal documents, it is regulated and it is the State duty to ensure the provision of public and free early childhood education without selection requirement, however, the specific competence of the municipality is to manage the first stage of basic education regarding the offer and responsibilities. In this perspective, the vacancies in early childhood education and pre-schools should be offered in institutions close to the children’s homes, which is the case of the right to access, not only just the government offer vacancies; must qualify this offer by the conditions of the access, including location of the schools, good infrastructure, good physical, material and human resources, among other things as necessary and important for Early Childhood Education.