Legados de políticas públicas de atenção integral à primeira infância: comparação entre os programas Primeira Infância Melhor (PIM, Rio Grande do Sul, Brasil) e De Cero a Siempre (Colômbia)

Abstract

The study is part of education and public policies of children fields, highlighting theme of integral early childhood care programs (IECP), as a right established between zero and six years ages. Currently, the child is recognized as a rights subject, to give children greater visibility in society, backed by legal devices of international scope. On the other hand, the theoretical discourses and reality of thousands of children around the world have revealed the need for an education aimed at the formation of the movement as a principle of the biopsychosocial development of children, which in turn guarantees the state of pedagogical movement of teachers at level of early childhood education. The study objective was to analyze the characteristics of Primeira Infancia Melhor (PIM) and De Cero a Siempreprograms in RS and in Colombia respectively, and how these programs have been made to constitute meaningful experiences of public policy practices that be demonstrate quality institutional practices. The research, was developed in reference to bibliographic studies and with epistemic construct of qualitative approach, had as a theoretical-methodological contribution of content analysis theory and documentary corpus uses as a tool methodological for data collection of lexical analysis of texts, which were subsequently subjected for categories triangulation through of analysis and groundedtheory implementation. Based on the analyses developed, a theoretical basis and a bank of actions were found in programs documentary corpus representing the commitment of IECP professionals and technical management teams about brazilian and colombian children future, as an issue marked by the policy possibilities condition, which is associated with social and economic development models that in the manner of comprehensive care options link the process of early childhood education, as an act of educational quality and that means preparation of future learning. Thus, the identification of specific actions of policy management practices as social representations of accountability on integral child care processes, the rights perspective and quality childhood education, are patterns that promote, citizen participation and prepares children in the exercise of citizenship, subjectivity and status as subjects of rights that as protagonists of movement in physical and cognitive development in the institutionality spaces, must be accompanied by the pedagogical processes and teachers movement of committed for legitimate exercise of children's rights and are together the spaces to exercise citizenship of children.