Uma análise da intencionalidade pedagógica da rede municipal na educação infantil de Palmas - TO

Abstract

This dissertation addresses the pedagogical intentionality of the Municipal Early Childhood Education Network of Palmas-TO, identifying how this management oversees the monitoring of children's learning and development. Using a qualitative approach, a documentary research was conducted, characterized by the exclusive use of documents as data sources, aiming to extract and analyze the information available in them to understand a specific phenomenon. Official, public documents from the Municipal Department of Education of Palmas, which are in effect or were approved within the time frame of 2021 to 2023, were analyzed. The research's objective is to investigate the underlying pedagogical intentionality of the management of the Municipal Early Childhood Education Network of Palmas, aiming to deepen the understanding of the strategies and guidelines adopted in this specific context. The relevance of equity and efficiency in management is considered, with the aim of promoting an environment conducive to the holistic development of children, safeguarding their physical, emotional, cognitive, and social needs. The study sought to understand the theoretical and methodological foundations of Early Childhood Education, including concepts about the child, childhood, development, and learning, as well as the historicity and management of Early Childhood Education in Brazil, alongside the importance of pedagogical intentionality. This study directs essential principles for the management of the Municipal Network of Palmas, focusing on the pedagogical intentionality promoted by public management concerning learning and development in Early Childhood Education. The preliminary analysis of the documents governing Early Childhood Education in Palmas allowed for the extraction of fundamental categories to respond to the research's analytical questions, such as: child, childhood, pedagogical intentionality, management, evaluation/monitoring, learning, and development. Among the results obtained, it was observed that the pedagogical intentionality of the Municipal Early Childhood Education Network of Palmas-TO is centered on the holistic development of children, based on respect for and appreciation of their characteristics as social, cultural, and historical beings. Furthermore, the pedagogical intentionality of the network emphasizes the active role of children in the educational process, seeing them as active participants rather than mere passive recipients of knowledge. However, it is necessary to consider that the Municipal Network of Palmas, although considered a reference, still does not have a formally established curriculum that defines its pedagogical intentionality, nor does it have clear regulations to guide its educational actions. The materialization of an identity through an Early Childhood Education curriculum of Palmas and democratic management starting within SEMED is crucial for the construction and realization of clear and consistent educational intentionality.