Resumen

CELIO-SOBRINHO, Reginaldo; NASCIMENTO-GOMES, Nubia Rosetti; LOPES-VICTOR, Sonia  y  PANTALEAO, Edson. Fulltime Education in Early Childhood Education: Assumptions, Legal Guidelines, Governmental and Institutional Actions. Rev. colomb. educ. [online]. 2021, n.83, e304.  Epub 06-Ago-2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num83-11000.

Under Brazilian law, full time education is a formal education process provided for children and adolescents enrolled on primary education, for the stages of early childhood education, elementary education, and high school. After connecting the issue with the literature (Moll & Leclerc, (2012); Mauricio, 2009; Brandão, 2008; Gadotti, 2009), we developed an investigation aiming at problematizing aspects of legal guidelines, and governmental and institutional actions that operationalize the fulltime education program in early childhood education. In methodological terms, we resorted to the study of documents that regulate this program in the municipal scope and conducted semi-structured interviews involving professors; early childhood education assistants; the school's principal; the pedagogue and the coordinator of the program; the families of children who participated in the program; and the education secretariat's technicians. The empirical space for investigation was an Early Childhood Education Municipal Center (Centro Municipal de Educação Infantil, CMEI), that assists 325 children aged 6 months to 6 years old, part of the municipal education system of Vitória-ES. The data indicated that the fulltime education program can contribute to the children's education process. However, it is observed the need for improvements regarding daily pedagogical practices adopted with students, also regarding the physical structure of education institutions, and professionals' continuing education. We comprehend that, considering the position as a specific public policy, the full-time education needs to be established as a stimulating factor for systematic debates able to resize our pedagogical and political conceptions related to childhood and the young child's education process.

Palabras clave : preschool education; infancy; full time students; educational politics; curriculum design.

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