A Criança como ser de direitos

Abstract

This dissertation is part of the Research Line “Education, School and Technologies” of the Graduate Program in Education Language and Technologies of the State University of Goiás (UEG). The general aim of the research is to seek and analyze if the child is recognized a human being of rights in the history of Brazilian education and in the educational policies for the childhood. The investigated problem was expressed as follows: the child, in the history of the Brazilian education and in the educational policies for the childhood in Brazil is recognized as a human being of rights? The searched studies show the need for further researches and reflections on the theme, in order to contribute to the quality of this educational space and children's rights. It is also due to the emancipation of research that seeks to understand the child's history, analyze and compare their achievements and current situations. The research was developed in a qualitative perspective, since it intended to conceive early childhood education as social spaces. The results of this research show that much has been achieved mainly since the twentieth century, establishing the child as a human being of rights. Documents and legislations determine the ways of working and living with the heterogeneity presented in childhood (CF 1988), (LDB, 1996), (RECNEI, 1998), (PNE, 2006), (DCNEI, 2009). However, what is in the legislation does not guarantee that in practice it is happening. Data presented by IBGE (2017) and School Census (2017, 2018) show the distance of service and vacancies to take account all the national demand.