Regulação e ação publica na poltica´de Educação Infantil em Belo Horizonte

Abstract

This thesis has as its study object the early childhood education policy of Belo Horizonte city, with reference on the Law No. 8.6792003 and on the BH Goals and Results Program. In this investigation, the early childhood education policy is seeing from the perspective of the decentralization of the Brazilian educational system as a public action, which involves multiple actors at different levels. Based on a broader understanding of the policy concept, and on the regulation and the decentralization of educational policies, the analysis is not limited to the standards and rules set by the local government, but it seeks to explain how they are appropriated by teachers in the context of the schools. Given this analytical scenario, this paper aims to identify, describe and analyze the processes and effects of the regulation in two early childhood schools of the Municipal Education of Belo Horizonte's City, through the collective action of teachers. For that, qualitative methodology was used, with field work in an EMEI (Early Childhood Municipal School) and in an UMEI (Early Childhood Municipal Unit of Education), involving several strategies for data collection (observation, documentary research and interview) and analysis of the documentary collection (fieldwork notes, schools documentation and interview protocols). Considering the linkage established between theory and empiricism, the investigation resulted in a descriptive study and in an interpretative and explanatory synthesis. The results of empirical work demonstrates the intercession between the control and the autonomy, in regard to institutional regulation exerted by the State and to situational regulation defined by the concrete action of teachers in schools. On the one hand, the municipal government seeks to ensure its inherent role as the regulator of early childhood education policy, with the production of legal regulations, accompanied by the adoption of several management instruments. On the other hand, teachers perceive the possibility of making choices and decide how to implement the pedagogical work, according to their knowledge, experience, interests and strategies.