ARTICLE - <b>WHAT IS THE VALUE OF A QUALITY EARLY CHILDHOOD EDUCATION?</b>

FALCIANO, BRUNO TOVAR; NUNES, MARIA FERNANDA REZENDE

doi:10.1590/0102-469838435-T

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CHILDHOOD EDUCATION DOSSIER • Educ. rev. 39 • 2023 • https://doi.org/10.1590/0102-469838435-T copy

ARTICLE - WHAT IS THE VALUE OF A QUALITY EARLY CHILDHOOD EDUCATION?¹ 1 O Fórum Permanente de Educação Infantil do Estado do Rio de Janeiro (FPEI-RJ) congrega professores, pesquisadores e profissionais da educação, das secretarias municipais, de entidades públicas, privadas e comunitárias em torno do reconhecimento da criança como sujeito de direitos e da educação infantil como direito da criança e dever do Estado. Alguns pontos que norteiam suas ações: a abertura dos serviços à efetiva participação das famílias; a ampliação dos serviços; a oferta e flexibilização do atendimento em período parcial ou integral; a transparência das normas de acesso; a implementação de propostas pedagógicas participativas baseadas em conhecimentos que considerem a criança como sujeito ativo e interativo e parte integrante do contexto sociocultural; a implementação de projetos de formação inicial e continuada dos profissionais de educação infantil, visando sua qualificação específica e ampla; e a inclusão dessa etapa na política de financiamento.

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

This study aims to problematize how the future evaluation of K-12 educational offers and reflects on the guidelines that may ground quality parameters for childhood education after the determinations of the new Fundeb. We analyzed data from the School Census of K-12 Education done by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) and the Demographic Census of IBGE. Based on this data, we discuss how far the wishful thinking of childhood education lies. We show that children’s access to kindergarten and preschool needs to be more equitable, public investment needs to be guided towards public systems, and allocating resources is a key mechanism to reducing inequality. Finally, our findings point out the need to reinforce the concept of Custo Aluno Qualidade (CAQ- Student Quality Cost), sizing the necessary input to scale the access of all children to a quality childhood education.

Keywords:
childhood education evaluation; educational funding; student quality cost; quality indicators

	Daycare Center			Preschool
	1999	2019	Variation	1999	2019	Variation
Number of enrollments	831,978	3,755,092	+2,923,114	4,235,278	5,217,686	+982,408
Number of schools	18,603	71,403	+52,800	80,878	102,335	+21,457
Number of Teachers	48,284	312,615	+264,331	214,123	327,699	+113,576

Units of the Federation	Population aged 0 to 3 years		Variation 2010 vs. 2020	Population 4 to 5 years old		Variation 2010 vs. 2020
Units of the Federation	2010	2020	Variation 2010 vs. 2020	2010	2020	Variation 2010 vs. 2020
Brazil	11,796,673	11,789,720	-0.1%	6,160,763	5,942,008	-3.6%
Acre	71,725	66,645	-7.1%	37,408	33,529	-10.4%
Alagoas	231,583	201,665	-12.9%	122,183	101,588	-16.9%
Amapá	63,535	63,838	0.5%	31,106	32,847	5.6%
Amazon	321,770	323,634	0.6%	156,293	163,578	4.7%
Bahia	899,691	822,231	-8.6%	474,566	409,086	-13.8%
Ceará	542,496	525,655	-3.1%	282,584	262,600	-7.1%
Federal District	168,113	166,928	-0.7%	86,292	78,334	-9.2%
Holy Spirit	212,558	230,537	8.5%	109,109	115,375	5.7%
Goiás	364,043	410,721	12.8%	191,814	212,532	10.8%
Maranhão	533,233	471,292	-11.6%	286,839	234,067	-18.4%
Mato Grosso	210,912	227,179	7.7%	111,732	114,149	2.2%
Mato Grosso do Sul	160,526	175,509	9.3%	82,466	88,277	7.0%
Minas Gerais	1,058,305	1,063,998	0.5%	566,275	533,733	-5.7%
Pará	633,288	575,036	-9.2%	327,094	288,982	-11.7%
Paraíba	239,639	229,013	-4.4%	128,546	115,021	-10.5%
Paraná	600,576	631,821	5.2%	313,171	316,780	1.2%
Pernambuco	587,245	548,237	-6.6%	305,149	278,952	-8.6%
Piauí	207,669	190,491	-8.3%	113,093	94,484	-16.5%
Rio de Janeiro	846,140	900,358	6.4%	435,460	453,533	4.2%
Rio Grande do Norte	203,907	189,885	-6.9%	107,386	97,109	-9.6%
Rio Grande do Sul	538,306	563,961	4.8%	294,658	288,939	-1.9%
Rondônia	108,024	112,400	4.1%	57,204	55,688	-2.7%
Roraima	41,004	48,091	17.3%	19,527	22,596	15.7%
Santa Catarina	340,152	389,562	14.5%	176,504	193,615	9.7%
São Paulo	2,365,893	2,423,717	2.4%	1,216,417	1,239,047	1.9%
Sergipe	142,187	136,180	-4.2%	73,147	67,913	-7.2%
Tocantins	104,153	101,136	-2.9%	54,740	49,654	-9.3%

	Day Care Center		Preschool
Enrollment Expansion Range	No. of Municipalities	Proportion in relation to the total	No. of Municipalities	Proportion in relation to the total
Expansion below 10%	1,152	21.3%	2,373	42.6%
Between 10 and 25%	472	8.7%	1,390	25.0%
Between 25 and 50%	795	14.7%	1,178	21.1%
Between 50 and 100%	1,189	22.0%	535	9.6%
Between 100 and 150%.	605	11.2%	69	1.2%
Between 150 and 200%.	395	7.3%	17	0.3%
Expansion above 200%	804	14.9%	8	0.1%
Total	5.412	100.0%	5.570	100.0%

	Annual CAQi value for urban schools		Proportion in relation to the smallest value
	Partial Hours	Full Time	Partial Hours	Full Time
Day Care Center	R$ 10.622	R$ 19.132	2.0 x	2.7 x
Preschool	R$ 6.324	R$ 11.147	1.2 x	1.6 x
Elementary School Early Years	R$ 5.690	R$ 7.666	1.1 x	1.1 x
Ens. Fundamental. Anos Finais	R$ 5.292	R$ 7.008	1.0 x	1.0 x
High School	R$ 5.329	R$ 7.198	1.0 x	1.0 x

Public network enrollment range	Day Care Center		Preschool
Public network enrollment range	No. of municipalities	Proportion in relation to the total	No. of municipalities	Proportion in relation to the total
Fulfills below 75%	696	12.9%	444	8.0%
Between 75 and 80%	194	3.6%	282	5.1%
Between 80 and 85%.	299	5.5%	435	7.8%
Between 85 and 90%	442	8.2%	547	9.8%
Between 90 and 95%	566	10.5%	674	12.1%
Between 95 and 100%	584	10.8%	510	9.2%
Meets 100%	2,631	48.6%	2.678	48.1%
Total	5,412	100.0%	5.570	100.0%

	No. of schools that attended daycare	Proportion of total daycare	No. of schools attending preschool	Proportion of total preschool
As for the minimum conditions of infrastructure
Without drinking water	2,103	3.0%	5,220	5.2%
No water supply	1,199	1.7%	2,463	0.0%
Without power	405	0.6%	2,291	2.3%
No sanitation	2,171	3.1%	5,761	5.7%

Regarding adaptations to education child
No adapted toilet	23,384	33.2%	48,031	47.9%
No playground	29,562	42.0%	54,724	54.5%
No teaching materials Specific	15,881	22.6%	31,914	31.8%

Faculdade de Educação da Universidade Federal de Minas Gerais Avenida Antonio Carlos, 6627., 31270-901 - Belo Horizonte - MG - Brasil, Tel./Fax: (55 31) 3409-5371 - Belo Horizonte - MG - Brazil
E-mail: revista@fae.ufmg.br

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