Theoretical-methodological reflections on public policy approach in Child Education

In the context of the field of Educational Policy in Brazil, based on a research focused on the meanings of Early Childhood Education for a group of families present in a queue of register enrollments, this article articulates a set of theoretical and methodological references involving contributions of Stephen J. Ball in the dialogue with the context of the policies forwarded in the EI, immersed, from Bakhtin’s perspective, in social disputes implied with the many circulating sayings (and silencing). The emphasis on the references is intended to present reflections associated to the development of studies of the childhood education reality, in particular highlighting the theoretical and methodological possibilities regarding the right to childhood education. It concludes that, in the field of educational public policies, there are issues, which arise in the discussion of the right to education that encompass an expanded set of elements that refer to managers' initiatives, the demands of families, the needs of children, the configuration institutions and the provision of professionals. Therefore, the gathered references allow reflecting on the theme and call for recognition of the complexity of educational policies, supporting the proposition of more sensitive analyzes to the multiplicity of actors who affect Education, in particular the childhood education