A PRIVATIZAÇÃO SILENCIOSA DA EDUCAÇÃO INFANTIL: O AVANÇO DAS PARCERIAS PÚBLICO-PRIVADAS NO ATENDIMENTO À PRIMEIRA INFÂNCIA

Vollständiger Abstract

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Early Childhood Education, as the first stage of Basic Education and a constitutional right, has faced profound transformations in its management and provision in recent decades. Given the historical challenge of universalizing care for early childhood, states and municipalities have increasingly resorted to institutional arrangements that transfer the execution of this service to the private sector. This study aims to analyze the advancement of public-private partnerships (PPPs) and agreements in early childhood care, problematizing their impacts on guaranteeing the right to education and the configuration of a silent privatization of this stage of teaching. It is characterized as a qualitative research, developed through a bibliographical and documentary survey. National education regulatory frameworks, contemporary academic productions on educational policies, and monitoring reports on vaccine and school attendance goals were analyzed. The data reveal that the expansion of Early Childhood Education via vacancy contracting and collaboration terms with the third sector and for-profit entities has been justified by the search for fiscal efficiency and bureaucratic agility. However, this dynamic engenders a structural duality, in which the direct public network maintains regulated standards of quality and teaching careers, while the agreed network often operates under a logic of precarious pedagogical work, professional turnover, and weakening of social control. Final considerations: It is concluded that the advancement of public-private partnerships in early childhood materializes a silent privatization, in which the State exempts itself from its function as a direct provider, transforming the fundamental right to education into a subsidized managerial service. Under the aegis of efficiency, the autonomy of the offer and the concept of integral education aimed at the full development of children are compromised.