Child Education: Public Policies of the logical and cultural contexts of family

Abstract

This article presents a discussion on the paradox that is the public policy education for children in relation to the discourse of the legal system, the reality of care based on data from surveys conducted, and primarily through study that sought understand how some groups of families the means of a popular urban neighborhood on the outskirts of the city of Rio Grande structure their practices and logics of care / education of children. In this sense, the study shows the importance of recognition of the analysis of the effective practice of social relationships and interactions between families and children as a possibility for recognition of other approaches, the creation of new alternatives, rather than setting a "ideal" or model " hegemonic, "which is what has characterized the scientific field in the area of Child Rearing. Therefore, the cultural logic family is associated with a "moral obligation" where the family does not want to delegate, but to share, create links, socialize it, along with children, is the ability to think beyond the existing models of kindergartens and schools, to nurture children's education to become effectively a public task socially shared.