Qual o futuro da rela？？o entre educa？？o infantil e ensino obrigatório?

the relationship between early childhood education and care (ecec) and compulsory schooling is the subject of increasing research and policy attention, as attendance at both grows globally, as the discourse of lifelong learning emphasises that learning begins at birth, and as investment in early childhood is increasingly advocated for the returns it brings in later education. having discussed the structural and cultural framework that contextualises the relationship, the article considers four possible types of relationship: preparing the child for school, stand off, making the school ready for children, and the vision of a meeting place. it concludes with a discussion of some critical questions and of how the relationship between early childhood and compulsory school should not be confined only to the first few school grades: full resolution requires inclusion of secondary education