EARLY CHILDHOOD EDUCATION AS STATE DUTY: FEMINIST, DECOLONIAL VIEWS AND 2030 AGENDA

Abstract

This study analyzes the obligation of the Brazilian State to provide daycare centers and preschools, through the lens of feminist constitutionalism, decolonial feminism, and the United Nations Sustainable Development Goals (SDGs) of the 2030 Agenda. The objective is to investigate how the decision of the Supreme Federal Court in RE 1,008,166-SC (Theme 548) contributes to gender equality, the reduction of inequalities, and the achievement of SDGs 4, 5, and 10, in line with international conventions on the rights of women and children. The hypothesis is that the decision represents progress in the realization of feminist constitutionalism, by linking early childhood education to women's economic autonomy. The deductive method was adopted, with a qualitative approach, using a literature review and document analysis, and applying Maria Lugones' intersectionality framework to examine the right to early childhood education. The results show the relationship between child protection and gender equality, as well as the persistence of the view of daycare centers as an instrument for controlling poverty. The conclusion highlights the urgency of a national feminist policy and of coordinated actions aligned with the SDGs to ensure quality education and reduce inequalities in Brazil.