Infraestrutura escolar da educação infantil em Minas Gerais: uma análise das condições de oferta

Abstract

This thesis aims to discuss the conditions of infrastructure in daycare centers and preschools in the municipalities of Minas Gerais (MG) meeting the expansion and quality of early childhood education defined in PNE/2014. In order to understand the design of school infrastructure of early childhood education and its specificities, articles, dissertations, theses, legislation, and official documents published by the Ministry of Education on the subject were organized beforehand. It was found that physical space is an educator, a curricular element, it is a teacher’s partner in educational practice, it is an element of the conditions of teaching, it expresses the conceptions of children and education by institutions, it can stimulate or limit the development and learning of babies and young children. Subsequently, the data from the 2021 School Census were analyzed in order to build an overview of educational units infrastructure, by administrative dependence and location, considering the absence/presence of basic sanitation, physical dependencies, external spaces, accessibility resources, equipment, internet access. In addition, by analyzing the variables of Saeb - 2021, indicators and indexes were proposed addressing the adequacy of the dimensions of accessibility, physical and furniture dependencies, recreation area, toys, books, and food, which were analyzed in the light of the Basic Infrastructure Parameters for Early Childhood Education Institutions (2006), the National Quality Parameters for Early Childhood Education (2006; 2018) and the contributions of writings in the area of school infrastructure. Data from the 2021 School Census reported that most units operate in their own buildings. Accessibility was the area with the most inadequacies, as well as the availability of materials for indigenous education, education of ethnic-racial relations and rural education. Preschools shown a situation of greater scarcity and infrastructure precariousness. In state schools, which are rural and indigenous, conditions were more precarious. The indicators and indexes built by Saeb (2021), based on the responses of teachers and principals, showed that the biggest challenge of state CE institutions were on the areas of recreation and variety and amount of toys suitable for children, since it requires alertness, given that play and interactions are structuring axes of pedagogical practice in the first stage of basic education.