Do ensino fundamental à educação infantil: avanços e desafios da gestão escolar

Abstract

Throughout history, Preschool Education in Brazil has had a supportive, compensatory and preparatory character, and has acquired a pedagogical dimension, constituting itself as an educational space (public or private), being a guaranteed right for our 4 and 5 year-olds. However, in order for this right to be viable, it was necessary for the governments at all levels to assume responsibility for public policies and short, medium and long-range budgets. Novo Hamburgo, among its priorities, has acted to meet the demonstrated demand of its pre-school population. With this, the Marina Garbarino school underwent a transformation, changing its exclusive focus from Elementary School to Early Childhood Education. This action imposed by the local Education Department had a significant impact in the daily life of the school, requiring school management to reorganize its financial and pedagogical plans. Through a qualitative case study, this monograph aims to analyze the advances and weaknesses of school management in Escola Municipal de Ensino Fundamental (EMEF) - Escola Municipal de Educação Infantil (EMEI) Marina Garbarino, under the system of democratic management. Presented with an objective to understand the advances and challenges in the management of EMEI Marina Garbarino before compulsory pre-school attendance, the case study allowed us to better understand the context and particularities of EMEI Marina Márcia Penz Garbarino. It is up to school management to identify what is the responsibility of the school and what is the responsibility of the government and from there, to mobilize and solidify the changes, strategies and alternatives to the challenges found by the school, integrating the participation of adults and children within a democratic process.