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Publication
A participação do Conselho Nacional de Educação na construção de políticas de educação dos 0 aos 3 anos
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Advisor(s)
Abstract(s)
A infância enquanto categoria social está em profunda transformação. Apresenta idiossincrasias demográficas, sociais, educativas, culturais e legislativas. Em Portugal, a faixa etária dos 0 aos 3 anos não está incluída do Sistema Educativo e as instituições de acolhimento à Primeira Infância não são tuteladas pelo Ministério da Educação o que origina discrepâncias com a Educação Pré-Escolar. A invisibilidade desta faixa etária tem repercussões na comunidade educativa e nas instituições de acolhimento à infância.
Com este estudo pretende-se compreender a problemática que afeta a educação das crianças dos 0 aos 3 anos, pela perspetiva do Conselho Nacional de Educação (CNE) e como a sua ação tem contribuído para a produção de conhecimento e construção de políticas educativas para este grupo etário. Partindo da contextualização socio histórica e legislativa da Educação de Infância, em Portugal com o intuito de conhecimento da realidade, estudou-se o processo de fabricação de políticas educativas, os atores e a produção de conhecimento que lhe está intrinsecamente associada, com a perspetiva de compreensão da ação política do ator em estudo- o CNE. Quanto às dimensões de análise do estudo optou-se por fazer: a caracterização da ação do CNE; a tipologia do corpus documental; a análise dos conceitos-chave, realizada com base em categorias definidas a priori: estabelecimentos educativos, direitos da criança, intencionalidade educativa, profissionais de educação e necessidades sociais; e por último a análise dos atos jurídicos do CNE mais significativos para a educação dos 0 aos 3 anos. As opções metodológicas incidiram num estudo de caso e na análise documental de 71 documentos com referências à educação dos 0 aos 3 anos produzidos pelo CNE. Pode verificar-se a dimensão de produção de conhecimento e de que forma o CNE, enquanto ator político, favorece a reflexão e reunião de consensos que tendem a influenciar a ação política e as políticas educativas. O CNE participa na problematização da Educação
dos 0 aos 3 anos, trazendo-a para a arena política e contribui para a preconização de políticas sugerindo medidas que sirvam o Sistema Educativo e os portugueses.
Abstract The notion of childhood as a social category is undergoing significant transformation, shaped by diverse social, demographic, educational, cultural, and legislative idiosyncrasies. In Portugal, the education of children between the ages of 0 and 3 is excluded from the formal Educational System with the institutions serving this age group falling outside the jurisdiction of the Ministry of Education. This exclusion creates disparities between Early Childhood Education (0-3 years) and Preschool Education (3- 6 years), impacting both the educational community and the institutions involved. This investigation aims to comprehensively examine the challenges impacting the education of children aged 0 to 3 through the lens of the National Education Council (CNE), an advisory body of excellence to the Ministry of Education. Specifically, it seeks to evaluate the extent to which the Council has contributed to knowledge production and the formulation of educational policies addressing the needs of this age group. It begins with the socio-historical and legislative contextualization of Early Childhood Education in Portugal, aiming to better understand this reality. Simultaneously, this study explores the process of educational policymaking, the key actors involved, and the resulting production of knowledge, with the goal of understanding the political role played by the National Education Council (CNE). The study's analytical dimensions were organized to ensure a comprehensive approach. These include an examination of the role played by the CNE, a classification of the types of documents analyzed, and an exploration of key concepts through predefined categories, including educational institutions, children's rights, educational intentionality, education professionals, and social needs. Additionally, the analysis includes a detailed review of the CNE’s legal acts, with particular emphasis on those most relevant to the education of children aged 0 to 3. The methodological approach centered on a case study and the documentary analysis of 71 CNE-produced documents related to the education of children in this age group. The study highlights the significant role of knowledge production on this issue, demonstrating how the CNE as a political actor facilitates reflection and consensusbuilding that ultimately influence political actions and educational policies. The CNE plays an active role in addressing the education of children aged 0 to 3, bringing related concerns into the political discourse and contributing to the recommendation of policies by proposing measures that benefit the Educational System and the portuguese population.
Abstract The notion of childhood as a social category is undergoing significant transformation, shaped by diverse social, demographic, educational, cultural, and legislative idiosyncrasies. In Portugal, the education of children between the ages of 0 and 3 is excluded from the formal Educational System with the institutions serving this age group falling outside the jurisdiction of the Ministry of Education. This exclusion creates disparities between Early Childhood Education (0-3 years) and Preschool Education (3- 6 years), impacting both the educational community and the institutions involved. This investigation aims to comprehensively examine the challenges impacting the education of children aged 0 to 3 through the lens of the National Education Council (CNE), an advisory body of excellence to the Ministry of Education. Specifically, it seeks to evaluate the extent to which the Council has contributed to knowledge production and the formulation of educational policies addressing the needs of this age group. It begins with the socio-historical and legislative contextualization of Early Childhood Education in Portugal, aiming to better understand this reality. Simultaneously, this study explores the process of educational policymaking, the key actors involved, and the resulting production of knowledge, with the goal of understanding the political role played by the National Education Council (CNE). The study's analytical dimensions were organized to ensure a comprehensive approach. These include an examination of the role played by the CNE, a classification of the types of documents analyzed, and an exploration of key concepts through predefined categories, including educational institutions, children's rights, educational intentionality, education professionals, and social needs. Additionally, the analysis includes a detailed review of the CNE’s legal acts, with particular emphasis on those most relevant to the education of children aged 0 to 3. The methodological approach centered on a case study and the documentary analysis of 71 CNE-produced documents related to the education of children in this age group. The study highlights the significant role of knowledge production on this issue, demonstrating how the CNE as a political actor facilitates reflection and consensusbuilding that ultimately influence political actions and educational policies. The CNE plays an active role in addressing the education of children aged 0 to 3, bringing related concerns into the political discourse and contributing to the recommendation of policies by proposing measures that benefit the Educational System and the portuguese population.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa
para obtenção de grau de mestre em Administração Educacional
Keywords
Conselho Nacional de Educação (CNE) políticas públicas de educação Conhecimento e ação Política Educação dos 0 aos 3 anos National Education Council (CNE) Education policies Knowledge and public action Early childhood education
Citation
Oliveira, R. B. V. (2024). A participação do Conselho Nacional de Educação na construção de políticas de educação dos 0 aos 3 anos [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/215333
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa