A gestão escolar na educação infantil: em foco a dimensão pedagógica com crianças de zero a três anos

Abstract

The present work of Specialization Course in Management School has as its central theme the school management in childhood education, with emphasis in the pedagogical dimension of zero to three years children. It has as focus the pedagogical action, public policy and evaluation for this target audience. It presents as objective to analyze the management school in childhood education, with children up to three years in two public schools in the city of Santa Maria / RS, considering the pedagogical actions and public policy proposals for this stage of education. The methodology used at the beginning of the study was a survey of the state of knowledge, in the publications of National Association of Graduate Studies and Research in Education (ANPED) and in the Journal of National Association of Educational Policy and Administration (ANPAE). Later, it was held a case study and documental analysis. The data production was carried out through documentary studies on public policies that demonstrate and guide the organization of the pedagogical action, for children from zero to three years. In addition, the educational statistics data provided by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), regarding the School Census, referring to the childhood education. It was also applied questionnaires with teachers of Childhood Education, to develop educational activities with children from zero to three years. It was used as a theoretical reference the following authors: Bujes (2001), Didonet (2001), Godoi (2010), Heidemann (2014), Hoffmann (2014), Kuhlmann (1998), Sanches (2003), Tonucci (2008), Zabalza (2007), and others. From this research, it is noticed that the pedagogical actions taken in childhood education, with children from zero to three years need to be planned with methodological principles and educational goals. Therefore, the process of management in educational activities follows guidelines of public policies that guides the organization and objectives for this stage of basic education, assisting in the process, so that the first stage of basic education is significant in the child's life and permeated by playfulness, always seeking the care and the education.