This dissertation addresses the pedagogical intentionality of the Municipal Early
Childhood Education Network of Palmas-TO, identifying how this management
oversees the monitoring of children's learning and development. Using a qualitative
approach, a documentary research was conducted, characterized by the exclusive
use of documents as data sources, aiming to extract and analyze the information
available in them to understand a specific phenomenon. Official, public documents
from the Municipal Department of Education of Palmas, which are in effect or were
approved within the time frame of 2021 to 2023, were analyzed. The research's
objective is to investigate the underlying pedagogical intentionality of the
management of the Municipal Early Childhood Education Network of Palmas, aiming
to deepen the understanding of the strategies and guidelines adopted in this specific
context. The relevance of equity and efficiency in management is considered, with
the aim of promoting an environment conducive to the holistic development of
children, safeguarding their physical, emotional, cognitive, and social needs. The
study sought to understand the theoretical and methodological foundations of Early
Childhood Education, including concepts about the child, childhood, development,
and learning, as well as the historicity and management of Early Childhood
Education in Brazil, alongside the importance of pedagogical intentionality. This study
directs essential principles for the management of the Municipal Network of Palmas,
focusing on the pedagogical intentionality promoted by public management
concerning learning and development in Early Childhood Education. The preliminary
analysis of the documents governing Early Childhood Education in Palmas allowed
for the extraction of fundamental categories to respond to the research's analytical
questions, such as: child, childhood, pedagogical intentionality, management,
evaluation/monitoring, learning, and development. Among the results obtained, it was
observed that the pedagogical intentionality of the Municipal Early Childhood
Education Network of Palmas-TO is centered on the holistic development of children,
based on respect for and appreciation of their characteristics as social, cultural, and
historical beings. Furthermore, the pedagogical intentionality of the network
emphasizes the active role of children in the educational process, seeing them as
active participants rather than mere passive recipients of knowledge. However, it is
necessary to consider that the Municipal Network of Palmas, although considered a reference, still does not have a formally established curriculum that defines its
pedagogical intentionality, nor does it have clear regulations to guide its educational
actions. The materialization of an identity through an Early Childhood Education
curriculum of Palmas and democratic management starting within SEMED is crucial
for the construction and realization of clear and consistent educational intentionality.
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