Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
Currently in Chile, there is an educational reform that aims to reflect on the understanding and management of quality child education. This reform pursues to be aligned with local scenarios, establishing the responsibility and the participation of local management as the two main quality factors. I...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/232939 |
| Acceso en línea: | https://hdl.handle.net/10533/232939 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Ciencias de la Educación Otras Especialidades de la Educación |
| Sumario: | Currently in Chile, there is an educational reform that aims to reflect on the understanding and management of quality child education. This reform pursues to be aligned with local scenarios, establishing the responsibility and the participation of local management as the two main quality factors. In the search for experiences that can support these changes, it arouses the interest to understand another form of planning and implementation of public policies of ECE in a country with a different educational management model, as Brazil. Based on the foundations of Comparative Education, this dissertation describes, explores and compares the configuration of contemporary public policies of ECE formalized by both the states of Brazil and Chile, in their - often conflictive -relationship with local management, starting from three theorization lines: educational decentralization, quality of ECE, and educational accountability. The aim is to understand the tensions, implications and possibilities of local management as the quality axis of ECE. The understanding of the contexts of Brazil and Chile allowed to know the nuances of the historical journey, the forms of State organization and the influences of the multinational agencies that provoked multiple reconstructions in the policies of ECE in both countries. This analysis also showed the links between two educational systems often presented as different ones. Based on the assessments of national policies, legislation and research carried out in both countries, as well as on international documents that place both countries in the Latin American contingency, it was possible to identify a set of convergences and divergences in the configuration of public policies of ECE. As a result, new forms of equation between participation and accountability, both in the national and local spheres of government were highlighted. Although Chilean and Brazilian policies record many similarities and some significant differences, the fact is that, in the two countries, there is a trend based on a kind of "mixed responsibility" between local autonomies and state regulations, as the quality axis of ECE. Among the most important conclusions of the study are the "negotiability" that the quality of ECE is acquiring in both countries, and the profile of local management as a mobilizer and channel for the construction and evaluation of quality Child Education. The eclectic discourse that conceives childhood education as a function of a participatory society highlights the role of an active State that guides, supports and integrates local efforts and educational centers to address the issue of quality of ECE. In this sense, the latter is understood as a complex, multifactorial and permanent social process where the first search agents of this quality are the educational communities themselves, a trend that brings new paradoxes to the quality of ECE in the countries studied. However, it also allows to indicate some considerations that may contribute to the scenario of reforms in Chile. Key words: Early Childhood Education, Educational Reforms, Decentralization, Educational Quality, Accountability, Negotiated Quality |
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