Permanent Faculty Member

Lattes: http://lattes.cnpq.br/2128109907868856

Associate Professor at the Federal Rural University of Rio de Janeiro (UFRRJ). Coordinator of the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEDUC/UFRRJ). Postdoctoral researcher in Education (UFF/2019). Holds a Ph.D. in Education (PUC-RIO, 2013), with a sandwich period at Université Paris Descartes – Paris V (2011), a Master’s degree in Education (PUC-RIO, 2004), a specialization in Early Childhood Education (PUC-RIO, 2000), and a Bachelor’s degree in Pedagogy (Universidade do Estado do Rio de Janeiro – UERJ, 1999). She has expertise in Education, focusing primarily on early childhood education, sociology of childhood, children and urban spaces, public policies, and teacher training. She coordinates GRUPIs – the Research Group on Childhood up to Ten Years, where she leads the projects “Early Childhood Education, the Pandemic, and Municipal Actions in Baixada Fluminense” and “Early Childhood Education in Baixada Fluminense: The Mandatory Inclusion of Four-Year-Olds in Basic Education” (FAPERJ/APQ1).

CONTACT INFORMATION

E-mail: anelise.ufrrj@yahoo.com.br

RESEARCH LINE

• Line 1: Contemporary Studies and Educational Practices

RESEARCH GROUP

• Research Group on Childhood up to 10 Years – GRUPIS
  Coordination: Anelise Nascimento and Nazareth Salutto

RESEARCH PROJECTS

• Early Childhood Education, the COVID-19 Pandemic, and Municipal Actions in Baixada Fluminense
  Period: (2020 – Present)

This research originated from a collaboration between two research groups: GRUPIS (IM/UFRRJ) and EIPP (UNI-RIO-FEBEF/UERJ), in May 2020, amidst the health crisis caused by the COVID-19 pandemic. The objective was to analyze strategies adopted during this period for Early Childhood Education in the municipalities of Baixada Fluminense and examine aspects related to the return to in-person activities.

During the early pandemic years (2020 and 2021), the research engaged with mid-level bureaucrats responsible for municipal management of daycare centers and preschools, referred to as Early Childhood Education Coordinators or Managers. The methodology involved virtual meetings and questionnaires. Findings indicated that remote learning, adopted as a temporary alternative, was fraught with contradictions regarding the identity of Early Childhood Education. This approach overlooked the reality of children in vulnerable social contexts, whose families were preoccupied with basic survival needs, lacked access to technological resources, and faced challenges adhering to social isolation.

The results revealed a lack of coordination between federal entities, complicating local actions by Early Childhood Education Coordinators. In 2022, the research aims to continue monitoring municipal networks, focusing on the pandemic’s impact on schools, professionals, and children through case studies in three Early Childhood Education institutions: two in Nova Iguaçu and one in Duque de Caxias, municipalities that adopted differing strategies during the suspension of in-person activities.

Funding: PIBIC Undergraduate Research Scholarship and FAPERJ Undergraduate Research Scholarship
Keywords: Early Childhood Education; COVID-19 Pandemic; Educational Policies; Baixada Fluminense; Mid-Level Bureaucrats

• The National Common Core Curriculum: Challenges for Early Childhood Education in Baixada Fluminense
  Period: (2019 – Present)

This project builds upon prior research, including “Four- and Five-Year-Olds in Basic Education: Implementing the National Common Core Curriculum (BNCC) in Preschools of Baixada Fluminense” and a postdoctoral study (2018/2019). It expands its scope to include daycare services and the impact of the BNCC on Early Childhood Education practices.

Early Childhood Education, integrated into Basic Education by Law 9394/96, is a space for interaction among children, adults, culture, and knowledge of the physical and social world. Despite its integration, twenty-one years later, defining the identity of educational practices in daycare centers and preschools remains a challenge. What does it mean to educate children up to five years old? What is the purpose of Early Childhood Education? What proposals should guide pedagogical work in daycare centers and preschools?

These questions guide this project, which analyzes policies for Early Childhood Education by focusing on the BNCC’s curricular guidelines and their local implementation. The project benefits from a collaboration with UFF, leveraging the expertise of Professor Jader Janer, who has been supervising research closely aligned with the investigations conducted at UFRRJ. This partnership enables the integration of data from UFRRJ’s undergraduate and graduate research with ongoing studies at UFF’s “Research and Study Group in Geography of Childhood” (GRUPEGI).

Keywords: Early Childhood Education; Educational Policies; Baixada Fluminense; Curriculum; BNCC