Abstract
Institutional care for young children, throughout the history of the world, Latin America and Brazil, presented several conceptions about their function. Most of these institutions were intended to serve only poor children. However, it is very recent the establishment of a national policy for Early Childhood, as a pedagogical, social investment, in maternal and child health, economic and educational, which considers children as subjects of rights and citizens in the process of development. Thus, this article intends to reconstitute the trajectory of the new legislation on Early Childhood, which obliges managers and professionals of education, social assistance, health, psychology, psychiatry throughout the country to adapt their activities to the norms established by law. That said, this study was based on scientific evidence; pedagogical and legal arguments disseminated in Brazil in the last three decades, especially since the Citizen Constitution of 1988, which promoted the evolution of early childhood legislation. In which it was possible to observe that only in 2006, with the creation of FUNDEB, funding for early childhood education was established; in 2016, the Legal Framework of Early Childhood was sanctioned. And in 2020, for the first time in history, childhood was mentioned and included in Annexes of thirteen Laws of the Multiannual Plans of Brazilian federated entities, to take effect from 2021 to 2023.
Highlights
This article aims to present part of the trajectory of the construction of the new legal system on early childhood education, especially the Legal Framework of Early Childhood, analyzing some philosophical, pedagogical, scientific, legal, economic arguments and the lessons learned from the experiences of other countries that justified them
This study is important because it aims to disseminate information about the relevance of Early Childhood, which constitutes a new governmental agenda; informs about the new legislation (2016) that regulates it, warning managers, parliamentarians, professionals in the areas of education, health and social assistance about the obligation to comply with the new law, so that the management activities are appropriate to the established standards
The article was divided into four parts: In the first part, an approximation of the theme was made, seeking to return to the pedagogical question, more crucial: why early childhood education? To answer it, we adopted the conception of “education at an early age” found in the work Sobre a Pedagogy, a 1803 work by the German philosopher Imannuel Kant[3]
Summary
This article aims to present part of the trajectory of the construction of the new legal system on early childhood education, especially the Legal Framework of Early Childhood, analyzing some philosophical, pedagogical, scientific, legal, economic arguments and the lessons learned from the experiences of other countries that justified them. In the work On Pedagogy (1803) the German philosopher Immanuel Kant, gathering the famous lessons, taught between 1776 and 1784, at the University of Könisberg in Germany, in the introduction, states that “man is the only creature that needs to be educated”. He continues his questions by saying that “man cannot become a true man but by education, he is what education makes him” (KANT, 1999, p.11 to 15)[4]. Kant (1999) reveals the human being who differs from animals that are born with instincts, which guarantee them survival In this respect, the human baby demands attention and care, which the philosopher calls “care (conservation and treatment)”. Richmond FAMRI at Harvard T.H., concluded in his research that: since pregnancy and early childhood, the environments in which the child lives, learns and the quality of their relationships with adults have a high impact on their cognitive, emotional and social development. (SHONKOFF, 2016)
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