Call for papers
Convenor
Ademir Vadir dos Santos
Universidade Federal de Santa Catarina (UFSC)
Abstract
The panel discusses under anthropological, ethnohistorical and sociological perspectives educational policy experiences, seek answers to problems, identify good practices and work to co-ordinate domestic and international policies assigning a high priority to the goal of improving access to and quality in early childhood education and care (ECEC) and elementary school in Brazil. The methodology is based on the argument that it’s necessary to abandon single-sited fieldwork for the investigation of the educational phenomena throughout proposals that add diverse epistemological points of view for surpassing traditional, conventional and maybe obsolete traditional theoretical and method boundaries.
This panel is based on rigorous research and discusses the institutionalization of schooling and child care. From the methodological point of view, are combined discourses of various voices and facets in a debate that questions the past and the possibilities of the future in this region. Similarities and differences are analyzed, based on the premise that issues of ethnicity and class are crucial to the understanding of being child and of the childhoods. Critics argue the Brazil’s complex and multi-layered system of educational policies development, funding and provision for ECEC and primary school system. Our researches debate effective fiscal, social and employment measures in support of parents and communities, early childhood programming would help to provide a fair start in life for all children considering a multiracial context with white, African American, Asian, Native American, indigenous and immigrant and descendants of European immigration children, most of them from marginalized or new populations in poverty and educational disadvantage.
The aim is to contribute to educational equity and social inclusion in local communities such as providing application forms and consumer education materials in multiple languages, asking for results that could help to providing child health, referral and other services, and contribute greatly to preparing young children for school, expanding culturally inclusive curricula. We indicate not only was the provision of care and education for young children considered as necessary to ensure the access of women to the labor market but increasingly, early development was seen as the foundation stage of human rights, learning and development.