PROMOVER LA PARTICIPACIÓN DE LA FAMILIA EN LA COMPLEJIDAD DE LAS GUARDERÍAS

Resumen

This article is based on academic research investigating quality perceptions in two municipal day care centers located in the eastern region of the city of São Paulo. Mothers, teachers, and pedagogical coordinators were researched through semi-structured interviews of a reflective nature. The materials collected during the interviews were qualitatively analyzed using Content Analysis (CA). The following categories were used: day care as a place for human development; day care as a complex institution; the child as the focus of the pedagogical proposition. The present article focuses on the day care-family relationship, which the study participants understand as one of the aspects that comprise the complexity of this educational institution. The results corroborate discussions in the field of education about the challenges in integrating schools and families, the importance of dialoguing, and how to devise strategies and actions to enable different school players to participate as protagonists in transforming their own real-life situations. Finally, the multiplicity of voices analyzed highlight the social and political role of day care centers in promoting fundamental rights and exercising citizenship since early childhood. The findings also emphasize that quality is not granted a priori, but it depends on multiple factors.