Políticas públicas e currículo na educação infantil: questões fundamentais para a qualidade no atendimento da primeira infância

Abstract

The paper presents reflections about public policies, pedagogical projects and curriculum such as fundamental questions about the quality of support during early childhood. We begin with the rereading of Cury’s study (2008) about basic education as a right and child education as a first step of basic education. We have gone through pieces of research by Campos (1985), Campos eHaddad (1992) and Rosemberg (1999; 2010) to understand the attributed meanings for the supply of nurseries and pre-schools as a right of all Brazilian children and their families. We have discussed pedagogical projects and curriculum as fundamental elements of the public policies for child education; and, lastly, we have presented aspects from the reality of early childhood support in the State of Minas Gerais. We conclude, in accordance with Vieira (2017), that the rightto high-quality child education in Brazil is still work in progress, but we have already seen significant historical and legal advances.