As políticas para a educação infantil e a arquitetura escolar em Paranaguá

Abstract

The research discusses the theme of the school space as a very important factor in the socialization of children in early childhood education and in their daily experiences. According to law nº 9394/96 (BRAZIL, 1996), Early Childhood Education comprises the first stage of Basic Education, which serves babies and small children from 0 to 5 years old, and its main objective is to promote the integral development of children, providing them with physical, emotional-social and intellectual well-being, through playful activities that create opportunities for development and that stimulate curiosity, spontaneity and interactions of children. Daycare is a right of children expressed in different documents, which determine that the physical space must be arranged according to the needs and characteristics of groups of children, taking into account the culture of childhood, children's protagonism and the various projects and experiences developed together with their teachers. The space must be an ally of the child to provide them with socialization between themselves and the world. Therefore, the problem of this research is as follows: how do the construction of CMEIS in Paranaguá take place in terms of architecture? Based on the problem, the general objective is structured as follows: to analyze the public policies of the Municipality of Paranaguá/PR and the challenges they demand in the construction of CMEIS. Consequently, in order to respond to the general objective, the following specific objectives were proposed: to examine the policies and legislation for early childhood education, to identify the importance of spaces in early childhood education and to point out the public policies for early childhood education in Paranaguá. For this, a documentary research was carried out, which was also useful for analyzing the public policies and legislation that guide early childhood education and from legal documents that deal with the organization of spaces in the Municipal Centers for Early Childhood Education at national, state and municipal levels and how these guidelines are or are not being put into practice in the Early Childhood Education Spaces. A bibliographic review was carried out that addressed concepts and theories related to space and its influence on the cognitive, emotional and social development of children with the authors Tiriba (2005), Horn (2003) and Bruner (2013) among others who complemented the research.