Early Children’s Education: Institutionality and the Right to Education

Abstract

In this article, we discuss the issue of the right to education of young children, focusing on the Institution of Early Childhood Education (EIC in Portuguese), of views with legal markers and educational indicators of a Brazilian State. From a research that approached Early Childhood Education (EI in Portuguese) in settlements of the Landless Rural Workers Movement (MST in Portuguese) and making use of the Bakhtinian framework we highlight the processes of inequality that devastate childhood in the rural settings. The data reiterate the need to not only combat the logics of precariousness that affect the service given but also to guide the specificity of Children’s education field, within a framework of the effectiveness of primary school attendance. Hence, we call one’s attention to the debate of the ways of setting up institutions, with a view to serving children, urging the regulations related to the right to education, particularly, the right to Early Childhood Education in the peasant’s context, particularly in settlements.

Citation

Vieira, M.A.F.d.O. and Côco, V. (2019), "Early Children’s Education: Institutionality and the Right to Education", Human Rights for Children and Youth (Sociological Studies of Children and Youth, Vol. 24), Emerald Publishing Limited, Leeds, pp. 79-95. https://doi.org/10.1108/S1537-466120190000024005