Políticas de educação infantil no município de Teresina-Piauí (2006-2016): modelos de gestão e expansão da oferta

Abstract

The present study falls within the line of research of State, Policies and Management of Education in the Postgraduate Studies in Education and aims to analyze the development of public policies for childhood education in the city of Teresina and its implications in the contours of the education supply and of management models that were present at this stage of basic education, in the period from 2006 to 2016. The choice of this theme was justified by the need to broaden and consolidate studies on the implementation of public policies on Early Childhood Education in the city of Teresina and about the management model adopted by the municipality, per se constitute an emerging theme. Furthermore, the relevance of this study is justified by the fact that a survey located in the municipal network of education of Teresina, by its prominence in the Brazilian educational scenario, with respect to the fulfilment of goals in Early Childhood Education and the policy of meritocracy with focus on results. To do this, we use the contributions of theorists like Abrúcio (1997, 2010), Alves Mazzotti (2006), Arelaro (2008), Oliveira (2015), Richardson (2014), among others. The methodological approach used in the study was qualitative and quantitative in nature, and the methodological procedures were of two types of surveys: survey of bibliographic and documentary character and empirical research. It was used as methodological tools: bibliographic and documentary related to the theme; and collection of data from the Municipal Secretary of Education of Teresina, from a script with open and closed questions about the management of policies implemented in the municipality from five categories namely: planning, training, monitoring, evaluation and curriculum. In addition to these procedures, interviews were held with the techniques, managers of the pillars: planning, training, monitoring, evaluation and curriculum of the Municipal Secretary of Education. The data collected explains how to do this, in reality being investigated, the managerial perspective of setting goals and control by means of monitoring, evaluation and post-bureaucratic regulation imposing a conceptual change, fed by the concepts related to quality, competitiveness, competence, efficiency and accountability (accountability and responsibility). In this way, it was possible to apprehend the contours that assumes the logic of New Public Management in the context of early childhood education in the city of Teresina. Also, we identified during the survey the invisibility of the nursery in the development of policies of the municipality on screen, with the focus on pre-school, thereby helping to ensure that the curriculum is hostage to the evaluation policy. In the same way, the research process enabled to identify how changes in the legal frameworks of basic education which affect the policies of financing of early childhood education of more direct way produced impacts on the process of participation of the private sector in these policies, especially as regards the extension of the offer of vacancies for infant education in the period cut by this study.