On the other hand, as a result of the learning goals proposed by the PCNs, reading and writing classes have been discontinued based on the consideration that the process of learning how to read and write begins much before one reaches the age of seven and continues along the whole schooling of a student.

Therefore, the difference in the percentage of the covered population reveals a negative rate that follows the growth registered in primary education as a result of the inclusion of older children in the grades they were supposed to be attending, just like the recovery in the following period reveals an increase in the coverage provided by early childhood education programs, particularly municipal programs.

These efforts to expand the coverage were made in response to an increasing demand, which in turn was brought about by the increasing awareness of poorer segments of the population of the importance of a quality education in the early years of a child’s life, which did away with the custody-oriented, cosmetic and compensatory approaches that prevailed in the history of this coverage in Brazil.

Table 20 shows that, despite a slight preponderance of male children in pre-school programs, gender equity has been practically ensured in all regions of the Country.

Table 20 – Pre-school enrollment by gender – Brazil and regions - 1998

In terms of type of institution, Tables 20 and 21 show that pre-school programs are basically run by the municipalities. Between 1988 and 1998, the participation of municipalities soared from 39.15% to 66.30%. In state-run institutions, on the other hand, there was a drop from 25.87% to 9.64%. This growing municipalization, as in the case of day-care programs and literacy classes, results from the legislation that makes municipalities responsible for early childhood education. Both here and in primary education, the participation of the Union is residual, due to the very decentralized structure of the educational system.

There was one important federal initiative in 1998, namely, the preparation of curricular references for early childhood education. This is a most positive contribution to better adjust these establishments to the real needs of the lower-income population and make them more effective in promoting the development of the skills and abilities of children in their early years. In this regard, special mention must be made of the preparation and distribution of a document called "How to open and accredit early childhood education institutions", which, as mentioned above, was prepared in partnership with UNDIME, CONSED, CNE, the Forum of State-Level Education Councils and the National Association of Municipal Education Councils, and which has been used as a reference document for the definition of municipal and state-level Resolutions for early childhood education in states and municipalities.

With regard to the training of pre-school teachers, Table 23 indicates that in 1998 a considerable number lacked the required minimum qualification, which is complete secondary education. Approximately 66.6% of teachers fulfilled this requirement, while only 20% had a college degree, which is more than the minimum requirement.

To satisfy the required minimum qualification corresponding to complete secondary education, it is necessary to train in service or replace 29,458 teachers, that is, 13.4% of the teaching staff, which is in itself an enormous task. The new LDB nonetheless rules that by the year 2007 all teachers must have higher education status. To meet this stipulation, it would be necessary to re-train 80% of the pre-school staff, which is virtually impossible in such a short space of time. In various municipalities from the South to the North of the country, municipal initiatives have been reported, as a result of UNDIME’s action, to improve the education and training of teachers through remote training in primary and secondary education and agreements with Universities.

Because of these problems, from 1993 on there has been a tendency to close down reading and writing classes and insert 7-year-old children directly into primary education. This trend gained force after FUNDEF stimulated enrollment in primary education for children aged 7. One does note a very sharp decline in enrollment between 1996 and 1998. Reading and writing classes should become extinct with the definitive incorporation of all children aged 7 and over into primary education. The evolution of enrollments shown in Table 25 underscores this tendency. But, as in pre-school, in this case too one can see an adjusting of the system stimulated by FUNDEF rather than a decrease in the supply of schooling to this portion of the population.

Even with these deficiencies, reading and writing classes offered a relevant educational opportunity to an important portion of those children who had not joined primary education, especially in rural areas and regions of critical educational deficiencies.