Resumen

MACIEL, Rochele R. Andreazza; RAMOS, Flávia Brocchetto  y  GALARDINI, Anna Lia. Quality in italian education services. Conjectura: filos. e Educ. [online]. 2020, vol.25, e020041. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v25.e020041.

We understand that promoting quality in education for young children is one of the goals of Brazilian Basic Education and that, in this sense, there is still much to be done in the national scenario. In this way, inspiration is sought from the experience of decades of work in educational services with young children in Italy to think peculiarities of the Early Childhood Education stage that contribute to qualify it. Therefore, this article aims to discuss aspects related to the quality of educational services for young children in Italy. To examine the question posed, we rely on Galardini (2002, 2019); Bondioli (2006); Fortunati (2016); and Malaguzzi (2010). The study follows an empirical qualitative design, based on experiences of pedagogical training, observations and technical visits carried out in educational services in the city of Pistoia – Tuscany, Italy – during a period of doctoral internship in 2018 and in performance under the management and pedagogical training by Anna Lia Galardini. From this relationship, categories emerge that will be problematized: the training of the teacher who works with young children, the role of the pedagogical coordinator in schools and, finally, the relevance of the space, whether internal or external, as an educational principle. The results point out that qualifying the space in educational services means building a well-sized environment articulated to children’s demands, and that the pedagogical coordinator and educators are fundamental professionals to guarantee the quality in the services offered.

Palabras clave : Early Childhood Education; Quality; Space; Teacher; Pedagogical coordinator.

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