A educação infantil no plano estadual de educação do Amazonas: percurso e desafios de um direito velado

Abstract

This research aims to analyze the State Education Plan of Amazonas (PEE/AM), Law No. 4.183 of June 26, 2015, with the goal of understanding the progress and challenges of Early Childhood Education in the State of Amazonas, based on consolidated data from the Integrated Monitoring and Evaluation System. Early Childhood Education (ECE), particularly for children aged 0 to 6 years, represents a significant milestone in the Brazilian educational system. The affirmation of this right in the 1988 Federal Constitution (CF-88) marked a paradigmatic shift, recognizing it not only as a provision or right for working women but as an inherent right of the child. The inclusion of ECE in educational systems necessitated a critical review of the traditional division between care and education, requiring adaptations in educational legislation and regulatory frameworks to realize this right. In this context, the present research focuses on a relevant topic by addressing the structures and circumstances that continue to pose obstacles to the full realization of the right to ECE in Brazil, with particular attention to the state of Amazonas. Thus, this study not only reflects on the historical and legal trajectory of early childhood education but also investigates the contemporary realities that impact the fulfillment of this essential right. From this perspective, the research draws on theories from the Sociology of Childhood regarding the concept of the child and childhood and examines how this right has been historically consolidated within current legislation, with the PEE/AM (2015-2025) serving as the primary document for analysis. The research is qualitative-quantitative in nature and is of a documentary type, utilizing monitoring and evaluation reports from the PEE/AM made available on the official portals of SEDUC/AM and INEP/MEC. The results are presented through graphs, charts, and tables, analyzing the progress of the goals from 2013 to 2022. The studies demonstrated that the PEE/AM Goal 1 did not meet the established targets for the analyzed period, compromising the life trajectories of children in Amazonas concerning their right to education, as consolidated in Brazilian legislation and upheld by the State. Consequently, the lack of access to Early Childhood Education permanently impacts children's development, as this stage is the only one linked to a specific age, which cannot be made up later. This deficit will affect the lives of children, especially those in greater economic and social vulnerability, as well as indigenous children who, in addition to lacking access, when they do have it, their ways of living and different childhood experiences are not considered. Keywords: Early Childhood Education, State Education Plan, Right to Education.