Os caminhos da educação infantil na busca da redução de desigualdade no sistema educacional: uma análise do projeto “ação professor-coordenador” em unidades educacionais mistas no município de Caucaia empregando as ferramentas da teoria da mudança e do marco lógico

Abstract

The public action Professor-coordinator is a project that seeks to combat the problematics found in mixed schools in the Municipality of Caucaia, where it’s been diagnosed the predominance of traditional and schooling pedagogical practices. Those practices root in the historical context in which was introduced the expansion of offer, as well as transformations in conceptions about early childhood education. Given the problematic found, it’s been defined as strategy the nomination of exclusive coordinators for the children’s education and capacitation, coordinated by the Early Childhood Education Management Center (Nucleo de Gestao da Educacao Infantil), in respect to the pedagogical practices based in the documents that guide childhood education (BNCC and DNCEI) so that the coordinators can become leading agents and conductors in the process of transforming the practices in early childhood education in their schools, with the objective to offer quality childhood education. In this context, the main objective of this work is to construct the conceptual framework and strategy of this action, using tools and methods from the field of public policy evaluation and monitoring. Additionally, the study has the following specific objectives: (i) to understand the causes and consequences of the problem; (ii) to propose a logical structure/framework capable of assisting in different phases of a project (planning, monitoring, and evaluation); (iii) to propose indicators that aid in the monitoring and evaluation process. The results of this study include the Theory of Change framework and the logical framework matrix, formulated based on the documents related to the action, as well as scientific studies and the laws, guidelines, and norms that govern the pedagogical practices adopted in early childhood education. The problem found in mixed schools has circumstantial and structural causes that are interrelated. The presented causes, such as the lack of exclusive pedagogical coordinators for early childhood education, insufficient training and awareness of teachers, and the deterioration of infrastructure and materials, are related to a historical framework of inequalities in the education system, resulting in the prevalence of traditional and schooling practices that limit the potential for children's development and learning. It is concluded that the analysis of this action is of utmost importance, as it allows for assessing effectiveness and making necessary adjustments to achieve the proposed objectives. Furthermore, it contributes to the continuous improvement of education policies and practices, aiming to provide quality education and promote children's development.