O protagonismo infantil e o fazer pedagógico, inspirado na abordagem Reggio Emília

Abstract

The theme of this end-of-course research is “Child protagonism and pedagogical pedagogical practice, inspired by the Reggio Emilia approach”. the relationship between child protagonism and pedagogical practice, from the Reggio Emilia approach and as specific objectives; to understand child protagonism from the child protagonism from the Reggio Emilia approach, to identify in teaching practice experiences that make it possible to build children's protagonism in early childhood classrooms. in early childhood education classrooms, to understand teachers' conceptions of child protagonism protagonism. In order to achieve these objectives, we followed the methodological route with a qualitative approach. bibliographical and field research, using participant observation. instruments used were a field notebook and a questionnaire, answered by three teachers at a municipal nursery school, accompanying two nursery classes. This research was divided into two chapters, the first entitled Era once upon a time... A bit of history, dialoguing about the concept of childhood and the child in Brazil, the Reggio Emilia approach and the role of the teacher in enabling of child protagonism. In the second, called Olhares, Escutas e Impressions, we discussed our experiences, as well as relating the speeches with the experiences and authors. Key words: Children, Pedagogical practices, Child protagonism, Reggio Emilia.