Banca de QUALIFICAÇÃO: MERCEDES ALESSANDRA MIÑANO ESPINOLA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MERCEDES ALESSANDRA MIÑANO ESPINOLA
DATE: 19/12/2025
TIME: 14:00
LOCAL: PPGE
TITLE:

Early Childhood Education in Peru: From the Educational Reform of the 1970s to subsequent educational movements in the 1980s and 1990s

KEY WORDS:

Early childhood education; History; Peru; Educational reforms; Educational policy

PAGES: 60
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: História da Educação
SUMMARY:

Early childhood education in Peru underwent significant changes with the arrival of the Revolutionary Government to power in the 1970s. The Peruvian Educational Reform, implemented during the military government of Juan Velasco Alvarado (1968-1975) and finalized during the term of General Francisco Morales Bermúdez (1976-1980), promoted educational policies that redefined the foundations, principles, and characteristics of the Peruvian educational system in the 20th century. Thus, responsible for restructuring and creating milestones with the aim of democratizing access to education for Peruvian children and adolescents, the movement was considered a pillar of the other social, economic, and political reforms planned and executed in Peru during this period. Based on principles of popular participation in politics, ideas of social justice, and an emphasis on nationalism, the Reform sought to overcome the social inequalities in the country. In early childhood education, the creation of the Non-School Programs for Early Education stands out. These programs were aimed at children under six years of age who lived in vulnerable situations and where formal institutions did not reach them in Peruvian territory. Seen as flexible alternatives that would take into account families' routines while also relying on the support of the child's community and encouraging family participation, the programs received national and international support from organizations concerned with children's issues over the years. At the end of the Educational Reform and with the arrival of the 1980s and 1990s, the governments of Fernando Belaúnde Terry (1980-1985), Alan García Pérez (1985-1990), and Alberto Fujimori (1990-2000) faced economic crises, instability, internal conflicts, and privatization measures, which impacted education as a whole, bringing new educational dynamics, such as budget restrictions and a lack of interest in education for young children.The research aims to present these changes at the early childhood level, developed since the Revolutionary Government through Educational Reform, with regard to legislation and other milestones; as well as the presentation of Non-School Programs created until the end of the 20th century and the similarities and differences with other Latin American countries; the movements of expansion and reduction in enrollment coverage; and the process of making the initial level compulsory in the 1980s and 1990s. The methodology was based on a bibliographic survey in virtual repositories and in person, in university libraries located in the city of Trujillo, Peru. Information was gathered from official documents and publications, which will be supplemented by an expanded documentary survey of government archives and institutions.

COMMITTEE MEMBERS:
Presidente - 3346164 - MOYSES KUHLMANN JUNIOR
Externa ao Programa - 3431828 - ANA RAQUEL COSTA DIAS - UnBExterna ao Programa - 3056482 - MONIQUE APARECIDA VOLTARELLI - UnBExterna à Instituição - PÉRSIDA DA SILVA RIBEIRO MIKI - UFAM
Externa à Instituição - CLAUDIA PANIZZOLO - UNIFESP