O direito à educação infantil e a oferta pública em Minas Gerais para crianças de 0 a 6 anos dos povos quilombolas

Abstract

This research is characterized as a stage of the diagnostic evaluation of the public offering of quality education, socially referenced, under the perspective of the right of children from 0 to 6 years of the quilombola people of Minas Gerais. The central objective is to understand how the right to difference in EI is expressed in the National Curriculum Guidelines for Quilombola Elementary School Education in Basic Education (BRASIL, 2012c) and to map the conditions of public educational services for these children in Minas Gerais after Fundeb (2006). In relation to the right to early childhood education and the right to the quilombola territory, its origins are identified in the Federal Constitution (1988). The regulation of EI by DCNEI (2009) and by DCNEEQEB (2012) represent advances in the right to difference in education, which is conceptualized and historicized, pointing to international and national legal frameworks with the support of Campos (2013), Cury (2002, 2005), Lascoumes (1998), Vieira (1999) and Rosemberg (1999, 2012, 2014). The national policy on early childhood education is highlighted with a focus on its challenges and advances in quality from the perspective of ethnic racial diversity and funding. The public offer of children's education is investigated through quantitative evaluation (School Census), characterizing municipalities with certified quilombola presence, ELDQ, enrollments, classes, variables selected on the profile of professionals and the infrastructure of the ELDQ. The comparative analysis places the public offering in regions of Minas Gerais with a high concentration of CRQs and in relation to all urban and rural schools (2010-2014). The theoretical references to conceptualize and describe the quilombola territories in Minas Gerais were: Guimarães, 1995; Cedefes, 2008; Gomes, 2009, which highlight the black and quilombola movements and Dalmir, 1987; Munanga and Gomes, 2006; Cardoso and Gomes, 2011. The support in the academic production for the context analysis of the infantile education was found mainly in Rosemberg (2012, 2014) that marks the perspective of the critical theory of the recognition formulated by Nancy Fraser and Rosemberg and Arts (2012) relative the quantitative analysis of EI supply. In developing a quantitative research, we were faced with several methodological problems, such as the fact that the Demographic Census (IBGE) and School Census (INEP) not identifying the individuals of the quilombola people and the conceptual changes related to the "quilombola differentiated school location" (ELDQ). In this way, we analyze the concept of ELDQ since its origin (2004) and its application Fundeb, where signs of institutional racism were identified. The results of the quantitative study show the predominance of the pre-school provision in elementary schools, with restricted access for children aged 0 to 3 years in quilombola territories. There are some hypotheses and several questions throughout this work to subsidize qualitative studies and participatory diagnoses.