Banca de QUALIFICAÇÃO: ALESSANDRA SILVA DA COSTA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : ALESSANDRA SILVA DA COSTA
DATE: 14/04/2026
TIME: 09:00
LOCAL: meet
TITLE:

Access to daycare in the state of Rio de Janeiro: Between policies and bets on guaranteeing a right

KEY WORDS:

Early Childhood Education; Daycare; Public Policies; Right to Education; Early Childhood.

PAGES: 78
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Política Educacional
SUMMARY:

This study aims to analyze policies governing access to public daycare places in the state of Rio de Janeiro, with particular attention to the provision of services for children under one year of age. Although the right to daycare has been legally established for more than three decades, beginning with the 1988 Federal Constitution and later reinforced by the Brazilian National Education Guidelines and Framework Law (Law No. 9,394/96), which recognized Early Childhood Education as the first stage of basic education, its implementation remains marked by omissions, inequalities, questionable selection criteria, and limited provision capacity, especially for children aged zero to one year.

The guiding hypothesis of this study, developed from prior research focusing on the Baixada Fluminense region, is that when the supply of places falls short of demand, municipal education systems develop their own institutional arrangements, often marked by a high degree of discretion, to allocate available places. This study is based on the assumption that the denial of access to daycare is not merely a material absence, but a political choice that reflects the lack of commitment of public authorities to Early Childhood Education, which is often relegated to a secondary position in relation to other budgetary priorities. This lack of commitment manifests both at the macro level, through the absence of policies establishing national criteria to guide local authorities in the allocation of places, and at the local level, through the lack of systematic demand assessments in many municipalities. The study seeks to understand how municipalities in the state of Rio de Janeiro have structured the provision of daycare services, which regulations and strategies guide the distribution of places, and how the actors involved, including public managers and technical staff within municipal education departments, operate in the implementation of these policies. The research adopts a qualitative approach, combining document analysis with the use of questionnaires administered to representatives of Early Childhood Education teams within municipal education departments that provide daycare services for children under one year of age. The theoretical framework is constructed through an interdisciplinary articulation between education, sociology, and political science. The findings aim to highlight the political choices, institutional dynamics, and bureaucratic logics that shape access to daycare in the state of Rio de Janeiro. Ultimately, the study seeks to: (1) contribute to expanding the debate on the realization of the right to education from early childhood; (2) systematize dispersed data regarding the age at which municipalities begin offering daycare services; (3) give visibility to the strategies adopted by municipalities that provide services for children under one year of age; and (4) offer insights for the formulation of public policies aimed at ensuring the effective realization of the right to Early Childhood Education in Brazil.

COMMITTEE MEMBERS:
Presidente - 1544253 - ANELISE MONTEIRO DO NASCIMENTO
Externa à Instituição - ANGELA MARIA SCALABRIN COUTINHO - UFPR
Externa à Instituição - MARINA PEREIRA DE CASTRO E SOUZA - UERJ