Resumo

SODRE, Liana Gonçalves Pontes  e  SANTANA, Djanira Ribeiro. PUBLIC POLICIES AND STUDIES ABOUT PHISICAL SPACE IN CHILD EDUCATION. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2018, vol.27, n.52, pp.139-154.  Epub 02-Jul-2019. ISSN 0104-7043.  https://doi.org/10.21879/faeeba2358-0194.2018.v27.n52.p139-154.

This study is set out to examine what the documents published by the Brazilian Ministry of Education (MEC) indicate to be the approach to the issue of physical space in child education institutions, as well as to assess how infrastructure issues have been studied. To address that, a bibliographical survey (state of knowledge) was made in the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior web portal and in the Brazilian Digital Library of Theses and Dissertations, with the keywords: childhood education, physical space, organization of space and environment. The eleven studies found highlight that the MEC recommendations continue to be ignored by public authorities, which do not ensure an adequate infrastructure for nurseries and pre-schools, as well as by the educational institutions themselves, which do not seek to organize these spaces according to the children needs. Five studies also show that children can contribute to analyses and suggestions about physical space.

Palavras-chave : Childhood education; Public policies; Infrastructure; Research.

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