Crianças como sujeitos de direitos: um estudo crítico sobre educação infantil em documentos normativos

Abstract

This dissertation, "Children as Rights Subjects: A Critical Study on Childhood Education in Normative Documents," is part of the Research Line "Theories of Knowledge and Pedagogical Practices in Graduate Education" at the Federal Institute of Education, Science and Technology of Goiás (IFG). It is connected to one of the several subprojects in development within the "Public Policies and Childhood Education in Goiás: history, conceptions, projects, and practices" project, of the Center for Studies and Research on Childhood and its Education in Different Contexts (Nepiec). In this work, we aimed to analyze and understand the historical, social, and political aspects of the conceptions of childhood, child, and Early Childhood Education, as defined in normative documents that reference the National Common Curricular Base (BNCC), from a critical perspective that advocates for children as rights subjects. To this end, we investigated these concepts in legal documents at the national, regional, and municipal levels, to understand how these conceptions have been shaped in the educational process in Early Childhood Education over time. This research is guided by the historical-dialectical materialism theoretical-methodological orientation, seeking to understand the studied phenomenon from its social, historical, and political multideterminations. We utilized bibliographic research methodology based on updated publications related to the theme, found on Capes, BDTD platforms, with documental support from official government websites, which provided subsidies for the analyses carried out here. Finally, it is crucial to recognize that through social resistance and continuous collective engagement, it becomes indispensable to ensure public policies that respect and promote the child's place in their multiple contexts. This guarantee must go beyond mere access to education, encompassing comprehensive training that considers the cultural, social, and economic specificities that involve childhood and the child. For an education that is based on inclusion and social quality, it is essential that these policies are linked to the recognition of the child as a rights subject, capable of protagonizing their own learning and contributing to social transformation.