O proinfância no município de São Pedro do Sul/RS: reflexões sobre o projeto político pedagógico

Abstract

The Early Childhood Education gained visibility and a significant change in the lives of many families, giving a different look to their management, because today we can no longer think of kindergarten as a place just to care for and play with the kids. Thus, we direct our gaze to Proinfância which began its activities in 2013 in the municipality of São Pedro do Sul/RS, seeking to understand the development of their Political Pedagogical Project process to meet the educational and social demands that schools will embrace, in particular, understanding the look of managers and teachers in developing this proposal from the following research problem: How effective was the construction of the Political Pedagogical Project Proinfância in São Pedro do Sul / RS? This study was guided by a qualitative approach (TRIVIÑOS, 1987), case study type. The subjects were two teachers working in kindergarten, the school principal, as well as the Secretary of Education and the Pedagogical Coordinator of the Secretary of Education of São Pedro do Sul. The data were collected through a questionnaire and their analysis performed from the content analysis (Bardin, 1977). We identify two categories that permeated all testimonies of the teachers: the PPP as a guide to pedagogical school and early childhood education as an area of the child. We realize that in addition to qualified professionals, this must be one that the east and that will give a new practical ways for Political Pedagogical Project. For both, their management is done through technical and human competencies, to mobilize the construction and execution to transform the school environment in space emancipatory innovation, making the subjects involved accomplices of a proposal for a quality education.