Direito ao desenvolvimento socioemocional na primeira infância no âmbito da Educação Infantil da cidade de Manaus

Abstract

International organizations, nations, and organized civil society, in the search for strategies to address the social, environmental, economic, and political problems of the planet, and to promote the right to integral human development and the well-being of children, have recognized the essential need for public policies to ensure full development in early childhood. This movement is based on evidence from the science of human development that attests to this being a determining phase for subsequent phases, as it is the period of greatest learning capacity and because experiences lived in this phase can reverberate in the others. The fullness of this development, which includes the socio-emotional aspect, is a human right that guarantees the dignity of the child, as provided for in the 1989 Convention on the Rights of the Child, and is also a fundamental right, the implementation of which through early childhood education is provided for in articles 205 c/c 208, IV, and 227 of the Federal Constitution and in the Legal Framework for Early Childhood (MLPI), and specified in the National Common Curricular Base (BNCC). The research examines the existence of municipal public norms and policies aimed at early childhood education institutions in Manaus that guarantee early childhood the right to socio-emotional development. To this end, the following research was carried out: qualitative documentary research consisting of obtaining answers to questions contained in a data collection instrument sent to the Municipal Department of Education (Semed) and in an official letter addressed to the Municipal Council of Education (CME), which constitute annexes I to IV of this dissertation; qualitative bibliographic research based on the examination of dissertations and theses on early childhood education in Manaus, produced from 2016 onwards, in the postgraduate programs in education at the Federal University of Amazonas (Ufam) and the State University of Amazonas (UEA); research of qualitative and quantitative data on early childhood education in Manaus released by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), the Maria Cecilia Souto Vidigal Foundation (FMCSV) and the Rede Nacional Primeira Infância (RNPI). It was concluded that there are municipal standards that safeguard the right to socio-emotional development based on the implementation of the “Me, the Other and Us” Field of Experience in Early Childhood Education, provided for in the BNCC, but, with regard to public policies aimed at guaranteeing the right in question to early childhood, the results of the research pointed to the existence of policies that have not yet reached the ideal quantitative and qualitative levels.