Da assistência à educação infantil: a transição do atendimento à infância no município de Naviraí - MS (1995-2005)

Abstract

This doctoral research presents results of a study linked to the “History of Education, Memory and Society” line of research within the Graduate Program in Education in the Department of Education at Grande Dourados Federal University. With the main purpose of investigating the service transition process, the figurations were stablished among the professionals who worked in the Social Care Management and went through a new professional placement - to the Education Management- in the city of Naviraí (Mato Grosso do Sul State) from 1995 to 2005. In a more specific way, we identified the research path in the field of Childhood Education, pointing out the historical process of child care services in order to understand the teachers’ professionalization in the National Policies for Childhood Education. Thus, we identified the path of child care services in the city of Naviraí, verifying its transition process. As a theoretical framework, we used texts from national and international authors who have researched this field. We carried out research based on the historical-documental perspective whose corpus was the MEC/COEDI publications, documents in public and institutional archives, private collection pictures, and also semi-structured interviews. The data was examined using the historical and sociological analysis of the process. From the obtained results, we got to the conclusion that the existent productions in this field served as a consultancy source for the theoretical debates, dialoguing with the empiricism. We also concluded that there are research gaps in this field. We noticed that the City’s Government showed a concern to child care services when they proposed discussions and debates about the integration of Childhood Education and the municipal teaching systems. It was possible to perceive the childhood education in Naviraí was allied to a service based on essential care activities, with a pedagogical proposal for the submission and acceptance of the condition of the services to poor children and also to children in need of assistance. This project also had a perspective of a compensatory service of the education for those who did not have favorable financial conditionsThe service was initially characterized by philanthropic service and community and / or philanthropic rooms. In Mamãe Zezé Institution, the relationship between the daycare monitors and the daycare educators showed that the genesis of the preschool teacher’s job was in the process of constituting itself. In the teacher’s job professionalization, power that now hung more for one group now for another, reflected a balance in the scale of power, sometimes leaning to one group, sometimes to the other, showing an adjusting process. In this context, we identified an ambiguity between the tradition and the technique in the professional relationships; between the knowledge and the practice, made both in an empirical and instinctive way. However, the “technique’s place” prevailed, since it was certified by a teaching diploma. We consider that the legislation’s change contributed to stablish some interdependent relationships among the individuals, and the path of these professionals was permeated by accomplishments and losses, progresses and setbacks.