A qualidade na oferta da educação infantil e as relações público-privadas em Uberlândia- MG

Abstract

This research was conducted within the Graduate Program in Education at the Federal University of Uberlândia, in the line of research State, Policies, and Educational Management, at the Laboratory of Policies and Educational Management (LAPGE). It sought to answer the following research question: have the right to and access to quality early childhood education been effectively ensured in the context of public–private relations with Civil Society Organizations (CSOs) in the municipality of Uberlândia? The general objective was to analyze the provision of early childhood education in the municipality of Uberlândia, Minas Gerais, as it occurs through public–private partnerships established with Civil Society Organizations (CSOs). The study examined aspects such as teachers’ work and training, pedagogical practices, teaching methodologies, and infrastructure, with a focus on ensuring the quality of education offered in these institutions. The specific objectives were: to understand neoliberal policies, with an emphasis on education, and their implications for the right to early childhood education; to historicize the relationship between the public and private sectors in education by analyzing the growth of the Third Sector in Brazil and the initiatives that establish “partnerships” between public education systems and the private sector, including the increasing involvement of civil society in educational decision-making and management; to examine public policies implemented in the municipality of Uberlândia-MG that maintain contracts with CSOs, thereby ensuring the incorporation of market logic into municipal public education; to present the concept of quality in early childhood education, highlight the relevance of quality indicators, and identify how the right to and quality of this stage of basic education have been implemented in Uberlândia; and to analyze the quality of early childhood education offered in institutions maintained by Civil Society Organizations (CSOs), considering aspects such as teachers’ work and training, pedagogical practices, teaching methodologies, curricular proposals, and infrastructure. A qualitative approach was adopted, using bibliographic, documentary, and field research as methodological procedures. The main authors addressing the quality of early childhood education and public–private relations in educational provision were employed. The documentary sources included the Brazilian Federal Constitution; the Law of Guidelines and Bases of National Education (Law n° 9,394/1996); the National Quality Parameters for Early Childhood Education; the Political-Pedagogical Project; the institutions’ annual plans; school regulations; and other relevant documents. Field research techniques included observation, questionnaires, and semi-structured interviews. The data reveal that the municipality of Uberlândia has made extensive use of partnership agreements and privatization in the provision of early childhood education, which characterizes an omission by the public authorities and results in unequal and exclusionary educational provision. The institutions studied only partially meet infrastructure requirements. Most of the professionals’ training occurred through distance education (EaD), and some teaching assistants lack formal training. The research revealed low quality in initial teacher education and the absence of continuing professional development, which limits the provision of quality education and it is reflected in pedagogical practices. The institutions are religious in nature, with daily practices that diverge from the principles of secular public education. Many professionals do not associate play with learning, thereby depriving children of this right. The institutions do not have democratic management structures. Consequently, the right to quality early childhood education has not been effectively realized within public–private relations in the municipality of Uberlândia.