Qualidade da educação, Educação Infantil e práticas pedagógicas de qualidade na Educação Infantil: um estudo de caso numa escola pública municipal da cidade de Recife.

Abstract

This research is the result of a research study process carried out in a municipal public school in Recife - PE. Its objective was to analyze the conceptions of early childhood education and school management teachers about pedagogical practices as one of the dimensions of education quality, identifying how early childhood education and school management teachers understand the quality of education and pedagogical practices as a dimension for the quality. To explain the concept of quality and quality of education, we rely on studies by Cury (2014), Azevedo (2011) and Corrêa (2001). To explain early childhood education and the quality of early childhood education, we rely on studies by Oliveira (2008), Oliveira (2011), Kishimoto (1994) and Brasil (2009). To explain the concept of pedagogical practices in early childhood education, we rely on studies by Barbosa (2010), Lopes (2006), Brasil (1998) and Franco (2016). The study was carried out through a questionnaire to the interviewees. We sought to understand the importance that teachers and school managers attribute to the quality of education and pedagogical practices as a dimension for quality. For data analysis, we opted for the content analysis methodology, which made it possible to identify the interviewees' conceptions. We used the questionnaire data collection method as an instrument, an instrument that was possible in the context of the covid-19 pandemic that extends from 2020 until then. After collecting data, we organized and categorized them to arrive at the interpretations and inferences that culminated in the results presented. The data obtained show that the conceptions in which the teachers and school manager point are attributed to the quality of early childhood education through other factors that lead to a quality pedagogical practice, but do not consider the pedagogical practice as a larger dimension. However, teachers and school management mention elements that, in order to achieve a quality pedagogical practice, a structured school space is essential, good training of professionals who work in this stage of basic education, continuing education, time for planning, resources pedagogical practices, a good relationship between school and family, institutional investment by the government and so on.