Educación infantil temprana. De la utopía a la realidad, de los derechos a las prácticas de ciudadanía

Abstract

The article presented here is part of our discussion on child rights in a democratic and participatory process. Thus, our intention is to analyze the interfaces of research and community service projects in order to identify whether the democratic processes imposed by Law are promoting participatory practices that can guarantee quality and enforce constitutional rights to children’s education Brazil. The question to be answered is grounded on legislation, analyzing whether the pedagogical practices afforded to early childhood respect children’s rights and ensure their full development. Ensure our democratic processes the participation of parents and society in the pursuit of a quality education?

The material submitted for analysis is the result of a qualitative research that took into consideration kindergarten teachers’ accounts to analyze their training, difficulties, interpersonal relationships, as well as educational and institutional practices established which can provide the full development of children under six years. Research findings will be contrasted with data from a project that aimed to publicize and promote the role of childhood and society in Early Childhood Education, working with professionals, parents and those who are interested in the education of children.