Educação infantil: uma reflexão voltada para prática pedagógica

Abstract

This study aims to understand the development of pedagogical work in early childhood education, seeking to reflect on the work of the teacher. The research identified the theoretical conceptions present in early childhood education and got to know the concepts of childhood and children present in the pedagogical ideals of early childhood education teachers and understood the relationship between the training of early childhood education teachers and the conceptions that guide their practice. In order to achieve this objective, a bibliographical study and field research were carried out. The review of the theoretical framework was based on the study of the following authors: Oliveira (2013); Angotti (2010) and Barbosa (2006) Aries (1981) Sarmento (2002), Santos (2006), Ludke and André (1986). The data was collected through observations and a semi-structured interview with the teacher at a CMEI in the city of Manaus. It was clear that the study of early childhood education is relevant to rethinking the practices that are being developed in institutions, and that it is important to have a qualified professional to work on the integral development of children. The pedagogical practice of early childhood educators has to be allied to their conception of children and childhood, so they need to understand where these children are coming from, recognizing them as subjects of rights, as this allows educators to think of children as historical subjects of rights who have a voice and should be active subjects in the learning process. Keywords: pedagogical practice; early childhood education; childhood; children's rights.