Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-03-22T23:03:33Z No. of bitstreams: 1 Cintia_Falc?o_Brito_PPGE-UEFS. 2015.pdf: 1329368 bytes, checksum: eaece9aaf55ab6d3b46178f5546a2564 (MD5) / Made available in DSpace on 2016-03-22T23:03:33Z (GMT). No. of bitstreams: 1 Cintia_Falc?o_Brito_PPGE-UEFS. 2015.pdf: 1329368 bytes, checksum: eaece9aaf55ab6d3b46178f5546a2564 (MD5) Previous issue date: 2015-09-30 / During the course of the civil-military dictatorship established in Brazil with the 1964 coup, Feira de Santana became famous as a center of resistance to the regime, with political leaders like Francisco Pinto and Colbert Martins as protagonists that marked the municipal policies management. Dialoguing with the legacy of this period, this study investigated the policies for early childhood education in the second municipal management of Colbert Martins da Silva (1989-1992) in this municipality. The study put in relief the following question: What are the regulatory features and landmarks of Colbert Martins? government actions for early childhood education and their senses as democratization vector of public education in the 1989-1992 period in Feira de Santana? The research aimed to understand the characteristics, operative landmarks and directions of early childhood education policies in the period in question. References were constituted by analysis of three main categories: transition, early childhood education and democratization. The transition category was fundamental in helping to understand the political and educational context that included the passage of civil-military regime to the so called Brazilian political democratization, especially between 1985 and 1992. The early childhood education category mediated the understanding and analysis of the local early childhood education policy; Finally, the democratization category allowed to understand such policies in the democratization process. As for the methodological paths, we choose for a documentary type of research through a broad exploratory work in sources such as: newspaper articles, reports, statements of managers and school records. The collected data allow us to affirm that the Pre-School Education program, implemented in Colbert Martins? government was not enough to overcome the selective nature of the access to education for children from zero to six years old, since it prioritized care for children four to six in preschools, leaving the community and philanthropic associations with the responsibility for the other children in early childhood education. Thus, the municipal government?s policy helped to establish typifications in this service of the public municipal education, with different models with regard not only to the administrative organization, but also to the purposes of education, with an assistencialist conception. Therefore, it is concluded that early childhood education policy in the studied management and period did not promote advances in a perspective of democratization. / Durante o transcurso da ditadura civil-militar institu?da no Brasil com o golpe de 1964, Feira de Santana se notabilizou como um p?lo de resist?ncia ao regime, tendo em lideran?as pol?ticas como Francisco Pinto e Colbert Martins alguns de seus protagonistas que marcaram a gest?o p?blica municipal. Em di?logo com os legados desse per?odo, este trabalho investigou as pol?ticas para educa??o infantil na segunda gest?o municipal de Colbert Martins da Silva (1989-1992) nesse munic?pio. O estudo colocou em relevo a seguinte quest?o norteadora: Quais s?o as caracter?sticas e marcos regulat?rios das a??es do governo Colbert Martins para a educa??o infantil e seus sentidos como vetor de democratiza??o da educa??o p?blica no per?odo de 1989 a 1992, em Feira de Santana? A pesquisa teve como objetivo compreender as caracter?sticas, os marcos operat?rios e os sentidos das pol?ticas de educa??o infantil no per?odo em foco. Constitu?ram-se como refer?ncias de an?lises tr?s categorias centrais: transi??o, educa??o infantil e democratiza??o. A categoria transi??o foi fundamental para ajudar a entender o contexto pol?tico e educacional que compreendeu a passagem do regime civil-militar para a chamada democratiza??o pol?tica brasileira, especialmente entre 1985 e 1992. A categoria educa??o infantil mediou a compreens?o e an?lise da pol?tica local de educa??o infantil; por fim, a categoria democratiza??o permitiu entender tais pol?ticas no processo de democratiza??o. Quanto aos caminhos metodol?gicos fez-se a op??o pela pesquisa de tipo documental, por meio de um amplo trabalho explorat?rio de fontes tais como: mat?rias jornal?sticas, relat?rios, pronunciamentos dos gestores e registros escolares. Os dados coletados permitiram afirmar que o Programa de Educa??o Pr?-escolar, implementado no Governo Colbert Martins n?o foi suficiente para superar o car?ter seletivo do acesso ? educa??o das crian?as de zero a seis anos, vez que priorizou o atendimento das crian?as de quatro a seis anos nas pr?-escolas, deixando as associa??es comunit?rias e filantr?picas com responsabilidade do atendimento das demais crian?as da educa??o infantil. Deste modo a pol?tica do governo municipal colaborou para instituir tipica??es desse atendimento na rede p?blica de educa??o do munic?pio, com modelos diferenciados no que tange n?o s? ? organiza??o administrativa, mas ?s finalidades da educa??o, prevalecendo uma concep??o assistencialista. Assim, conclui-se que a pol?tica de educa??o infantil na gest?o e per?odo estudados n?o promoveu avan?os na perspectiva da democratiza??o.