INFRAESTRUTURA NA EDUCAÇÃO INFANTIL EM PERNAMBUCO: EVIDÊNCIAS A PARTIR DO ÍNDICE DE INFRAESTRUTURA ESCOLAR (IEPE)

This article analyzes the infrastructure conditions of early childhood education institutions in Pernambuco through the application of the Pernambuco School Infrastructure Index (IEPE). The study combines quantitative analysis, based on factor analysis applied to data from the 2024 School Census, with exploratory qualitative evidence obtained through a questionnaire administered to school managers. The index is structured into three dimensions: essential physical and pedagogical infrastructure, support and accessibility, and basic operational infrastructure. The results indicate a predominance of intermediate and low levels of infrastructure, unevenly distributed across municipalities. Spatial analysis reveals differentiated patterns among daycare centers, preschools, and institutions offering both stages. The incorporation of qualitative evidence allows for the examination of the correspondence between administrative records and the actual conditions of space use, revealing discrepancies associated with the functional adequacy of infrastructure. The qualitative analysis, concentrated in the municipality of Recife due to low institutional participation, highlights the presence of adaptive strategies that enable the functioning of institutions but do not replace the need for planned infrastructure. The IEPE makes it possible to identify territorial variations and to inform public policy planning, provided it is interpreted in conjunction with other sources of information.