Avaliação dos direitos de aprendizagem e desenvolvimento das crianças na educação infantil: um estudo a partir da perspectiva das professoras da SME de Fortaleza-CE

Abstract

The recognition of children’s right to quality education is a consistently relevant topic. Public policies do not always yield the expected results, since legal guarantees do not necessarily ensure educational quality or that such rights will in fact be upheld. This study aims to assess how the learning and development rights of children, as established by the BNCC–Early Childhood Education (2017), are being ensured in the public school system of Fortaleza, from the perspective of teachers. The specific objectives were: (i) to investigate teachers’ knowledge and conceptions regarding public policies for early childhood education, with an emphasis on learning and development rights; (ii) to understand the role of learning and development rights in teachers’ pedagogical practice, through the analysis of intentional actions aimed at ensuring these rights; and (iii) to analyze the challenging situations faced by teachers in implementing the learning and development rights in early childhood education within the municipal public network. A qualitative approach was adopted, and through bibliographic and documentary research, we constructed the theoretical framework surrounding the topic, based on contributions from Vieira (2007), Oliveira (2011), Krammer (2003), Corsino (2012), Setubal (2012), Mainardes (2006), Alves and Oliveira (2022), Barbosa et al. (2016), Cruz and Schramm (2019), as well as the legal documents that constitute Early Childhood Education policy in Brazil. Through field research, we investigated two institutions in the public school system of Fortaleza. The six research participants are teachers assigned to daycare and preschool classrooms. Data collection was carried out through classroom observation and printed questionnaires. We adopted the Critical-Dialectical evaluative perspective (Silva, 2018), and the data analysis was conducted according to the principles of Content Analysis (Bardin, 2021). The findings reveal significant gaps in ensuring children’s learning and development rights and highlight variables that influence this process: the low effectiveness of inclusive policies; high teacher turnover; scarcity or inadequacy of material resources; scarcity/inadequacy of human resources; and the relationship between families and schools, which includes the need for intersectoral policies. The study also identifies possible measures to support the effective guarantee of these rights.