Gênero como uma dimensão de qualidade: uma análise do processo de construção dos indicadores de qualidade da educação infantil paulistana

Abstract

Gender relations gained greater visibility in the fight against several forms of inequality within the most recent educational policies. However, a setback against the gender agenda neglects its mention in many educational policy documents, such as education plans, and controls school practices. Against this tendency and intertwined with tensions and contradictions, occurred in the context of Child Education in the city of São Paulo an opposite movement: the inclusion of gender in the construction of Quality Indicator for Child Education of the city of São Paulo. The public policy was defined in which gender was introduced as a dimension of quality. Therefore, this paper, part of a doctoral research, is based on the theoretical articulations between Joan Scott and Norbert Elias in order to analyze the process of construction of this public educational policy that leads to Child Education a controversial theme, such as gender relations, and supposes the examination of the game of disputes, tensions, concessions and challenges that shaped such policy.