A educação infantil no contexto de uma pré-escola : relato de experiência como subsídio à prática pedagógica

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The school has traditionally worked on a concept of a homogeneous childhood whose delimitation has been done by immaturity, by the lack of concern towards the adult. If we understand that there isn?t only one childhood, but many of them and if there isn?t only one pattern of being a child, the kind of work to be accomplished with them can?t be defined a prior, in a non structered way. Cerisara (2004) has discussed the aspects that deserve our attention before the building of a Pedagogy of Child Education concerning the concept of childhood and the curriculum. It?s necessary that the Pedagogy to be achieved considers the children?s diversity of each group, in its competency, possibilities and strategies to be selected for the development to be individualized too. One of these strategies is to think of a proposal that incorporates the playful culture that consequently will contribute for the structure of the human/symbolic thought, because this one creates/rebuilds its experiences for the social interaction that is a preponderant factor for learning. At school, the mediator?s role should be supported on an interactive guy?s concept that elaborates and re-elaborates his knowledge about the reality and the objects in a process mediated by another one. The research held by us at Center of Child education ? SESI in the city of Arapongas ? Pr, has aimed the characterization of this institution which helps children (industry workmen?s daughters and to relate the basis and leading adopted in a way to socialize the experiences obtained concerning the curriculum knowledge, to the interaction teacher X student, the teachers? knowledge concerning the child who is taught and the analysis of the adopted practices. The methodological procedures adopted in the research have been the analysis of papers, photography?s and observation ? in loco ? using the videotaping of two groups of pre-school. With basis on the obtained information, it s been possible to consider that the reflexions taken suggested that the institution has developed an education with a high level of quality, in a dynamic process of teaching and learning. The data indicate that it?s necessary a continuous consideration about these questions which involve the pedagogical doing by the involved ones in the educational process. This work will contribute meaningfully, with theoretical and practical subsidies for the rethinking of pedagogical ?praxis? in institutions similar as those to that focused here.

ASSUNTO(S)

playful - preschool education educação de crianças educação - interação social lúdico - educação pré-escolar education of children educatrion - social interaction

ACESSO AO ARTIGO

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