BETWEEN WALLS AND BARRIERS: THE PLACE OF EARLY CHILDHOOD EDUCATION IN ELEMENTARY SCHOOLS

Abstract

This article originated from a research project whose objective was to investigate the place of early childhood education (ECE), responsible for the formation of children in early childhood, in elementary schools, seeking to know whether this school, as an educational establishment, guarantees the rights of these children, with regard to the basic principles that structure this educational segment. This is a case study, based on the theoretical contributions of authors such as Libânio, Gasparin, Oliveira and others, who discuss the importance of ECE for the integral development of children, in addition to legal guidelines, such as the LDB and the BNCC. The methodology combined qualitative and quantitative approaches, using questionnaires and semi-structured interviews applied to teachers who work in ECE, aiming to understand their training, challenges and pedagogical practices. The results indicate that most teachers do not have specific training to work in ECE and the difficulties pointed out include lack of pedagogical support, inadequate physical structure and a curriculum that does not respect the specificities of children. It was also observed that school dynamics generally prioritize elementary education, disregarding the specificities of EI. It is concluded that, although there have been significant advances in recent years, there is still a long way to go to ensure quality early childhood education. Furthermore, it is understood that the implementation of ongoing training, the creation of appropriate environments and a critical reflection on pedagogical practices are essential to recognize EI as a fundamental stage in the educational system, thus promoting the integral development and citizenship of children.