Resumo

SIMOES, Patrícia Maria Uchôa et al. The Identity of Public Policies for Early Childhood Education in Brazil: analysis from Proinfância. J. Pol. Educ-s [online]. 2021, vol.15, e80370.  Epub 01-Dez-2021. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v15i0.80370.

In Brazil, the municipal government is still challenged to offer access to educational assistance for all young children with the expansion of places, incorporating the dimensions of care, health and food. This article discusses some studies carried out on Proinfância, official indicators and some data on the implementation of this program, in order to record this Brazilian experience of including young children in the educational system and reducing historical inequalities that marked the trajectory of educational policies in Brazil. In addition to the growing inclusion of children at this stage of education, changes in legislation and official documents affirm a conception of quality for early childhood education that implies respect for children as a subject of rights, therefore, the right to inclusion in the education system and to quality education. The analysis of the program's implementation data highlights the presence of Proinfância in all regions of Brazil, in all states and in more than two thirds of the municipalities. In conclusion, the study points to the scope and reach of the program as factors that reveal its importance in the constitution of Early Childhood Education policies in the last two decades, in the country.

Palavras-chave : Educational policies; Child education; Pro-childhood.

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