O cuidar e educar na educação infantil: um panorama analítico de marcos regulatórios no Município de Porto Franco – MA

Abstract

This Course Completion Work is the result of the experiences that occurred through the Institutional Teaching Initiation Scholarship Program – PIBID, the Supervised Internship in Early Childhood Education and the path developed at the Federal University of Northern Tocantins in Tocantinópolis. It presents “care and education in the regulatory documents for early childhood education: an analytical overview of regulatory frameworks in the municipality of Porto Franco – MA. The problem is “which conception of care and education is present in the federal and municipal legal documents for the Early Childhood Education stage.” Its general objective is to analyze the presence of care and education and what conception is defended in the regulatory documents for early childhood education in Porto Franco – MA. Adopting as a specific objective the investigation of the conception of caring, educating and the historicity of its political-social relations in the current regulatory documents for Early Childhood Education at the federative and municipal level. Regarding methodology, this work presents a theoretical approach that investigates and analyzes the influence relationships of the concepts of caring and educating present in the legal documents guiding Early Childhood Education in Porto Franco - MA. It also presents a bibliographical review to substantiate and establish guiding parameters for comprehensibility and deepening of issues related to the theme, relying for this on a qualitative analysis method and a methodological procedure of documentary research to collect data and contrast the results collected from the throughout the preparation of this TCC. Through this, it was found that there is a technical organization referring to the inseparability of “care and education” present in the documents analyzed, linked to the concept of child protection. However, some of them, specifically those of a municipal nature, present a confusion between the inseparability of care and education, through what we call here “educational and educational care” action, and the intentionality of care that converges into an educational action, but which does not is enough to guarantee the inseparability of this binomial. Therefore, assuming care and education as an inseparable act requires adherence to the exchange of knowledge provided by both the education and care dimensions. Adhering to a proposal that only values the attribution of knowledge in the cognitive field, hence one could not speak of “education,” but only of “teaching,” is to neglect social relations and demands, such as vulnerability, of the educational context of Education institutions Children's. In the same way, adhering to a proposal focused only on the dimension of care for the child's body, even if mediated by the intentionality of the pedagogical act, without providing opportunities for the development of knowledge in the cognitive field, is to provide a poor education for the poor, whose sole educational purpose is submission to domination of class relations.