Um tempo vivido, uma prática exercida, uma história construída : o sentido do cuidar e do educar

AUTOR(ES)

Leusa de Melo Secchi

DATA DE PUBLICAÇÃO

2006

RESUMO

This time, Ive focused n the Infantile Education roles, which are very much stressed nowadays: the taking care and the educating. My target was: a) characterize basic roles which are formalized in our national legislation; b) analyze the roles incorporated by Infantile Education throughout mankinds development and c) show how these concepts, such as taking care and educating, are being understood as long as six-year-old childrens education is concerned. In order to achieve this target, Ive based my studies simultaneously on two different ways. On Historical and Cultural Theory, Ive searched information about learning and human development aspects to understand the nature of this development and to think about concepts, such as education, taking care, child, development and learning in Infantile Education. On the other hand, Ive carried out some observation sessions on pedagogical work with five to six-year-old children in Infantile Education at municipal schools in Campo Grande (MS). I defend the hypothesis that Infantile Education is a space for learning and that it may articulate the taking care and educating processes in order to provide those children with knowledge, development and learning, without anticipating either formal or assistance schooling. Studies and analyses made the following conclusions possible: child has been conceived as a purely scholar and abstract subject, and this concept has allowed distorted and restricted concepts about Infantile Education and teachers roles, once the first has been assuming the Fundamental model, seen as a preparatory period for other scholar life phases. In contrast, Ive found in Historical and Cultural Theory the basis for a meaningful Infantile Education work for children from 5 to 6 years old, conceiving: the child as the subject of the process, with unlimited development and learning potentialities, and the teacher as a more experienced partner, who is able to interfere and articulate childrens relations to culture and historically accumulated knowledge.

ASSUNTO(S)

educação infantil educacao infantile education child criança

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