A participação das crianças de dois anos até três anos de idade e o fortalecimento da gestão democrática.

Abstract

This research, entitled “The participation of children from two to three years of age and the strengthening of Democratic Management”, is part of the research project public policies and early childhood education in Goiás: history, concepts, projects and practices, of the Center for Studies and Research on Childhood and its Education in Different Contexts, located at the School of Education of the Federal University of Goiás (Nepiec – FE/UFG). The subproject addresses the ways in which two-year-old children participate in Democratic Management, recognizing them as subjects with rights. Thus, the aim was to encourage the participation of these children in Early Childhood Education institutions. The research is carried out in a daycare center in the interior of Goiás, with two-year-old children, based on their interactions in the educational routine. Given all the dynamism that surrounds the world of research, the theoretical-methodological approach used was historical-dialectical materialism, which contributed to a more critical analysis of the research subjects' participation strategies and the formative contradictions found in the educational environment. To understand the object in its entirety, we used observation, field diary and interviews, involving not only the children, but also teachers, coordinators and assistants of educational activities present. The observation process was continuous throughout the research, especially during moments of interaction between adults and children, children and children. The records of the experiences in the field diary, as well as the videos and photos highlighted when they were playing with each other and in games considered "free". We also conducted interviews with the teachers of the group. In order to deepen the studies, we opted for documentary analysis, and, for this purpose, we used documents such as the Pedagogical Political Project (PPP) of the daycare center and official documents of the municipality. The stage involving the bibliographical survey allowed us to verify the lack of research with the participation of children from zero to three years of age. Thus, democratic management was taken as an organic premise and public policies for early childhood education were considered fundamental. We also sought to conceptualize children and understand their processes of participation in proposals and decisions in the educational environment, opening the listening to their interlocutions. Therefore, in this study, we observed that the participation of two-year-old children in the educational context has been restricted to the detriment of the care and protection of teachers, which leads us to reflect on pedagogical practice in this age group.