Paulo Freire: diálogos no âmbito da educação infantil - estudo de caso do município de Concórdia - SC, 2000-2016

Abstract

The study presented is the result of a research on the subject of child education from Freire’s pedagogy perspective of based on a study of case that deals with the experience built in Concórdia-SC city, in the period from the years 2000 to 2016. The approaching to the object was guided by the main objective of identifying possibilities and challenges fromFreire’s pedagogy in the organization scope of pedagogical praxis on childhood education contexts; and by the following specific objectives arising from research goals: I) to identify the characteristics of human development in the historical-cultural theory perspective assumes in the childhoodFreire’s pedagogy; II) characterize the Freire's concept of education and its implications for the organization of educational process in the context of early childhood education; III) to analyze the pedagogical proposal of children's education in Concordia city and other documents that record the process of curricular reorientation. The reach of such objectives was guided by the theoretical and methodological assumptions of historical-dialectical materialism taken here as a reference matrix for Freire's pedagogy, especially from the contributions of Kosik (1976) and Gadotti (2006) through the strict observation of the principles wholeness, contradiction and movement. The analysis of the documents (detour) was mediated by previous theoretical categories originating from what, in our view, there are fundamental marks of Freire’s pedagogy: human being (subject), dialogicity/problematization, intentionality, knowledge. Still, in the context of childhood as historical time of human development, based on the historical-cultural theory, this study had the designed of the primarily engaged of the child with the playing in childhood, as a transversal category that a dialogue between other categories located as central of Freire’s pedagogy. The results point to the real possibility of Freire's pedagogy implementation in the context of early childhood education committed to humanization, the dialog and knowledge as liberation instrument, although it has been found closer to Freire's pedagogy in 2010 curriculum systematization and higher gap in the curricular systematization in 2016. The main authors that support the theoretical basis are: Freire (1987,1981,1983, 1991, 1996), Alves (2012), Silva (2004), Damke (1995), Vygotski (1991, 1996), Leontiev ), Elkonin (1987, 1998), Martins (2006, 2009, 2011,2013), among others. The political-pedagogical proposal evidences a dialectical movement with advances and challenges.Signaling contradictions that need to be faced by all educators committed to the liberating perspective of education.It is necessary to break with the pedagogical culture installed in us, in school policies and practices, because we experience an eminently banking(as Freire’s theory) and traditional education. This process presupposes permanent formation and the emergence of a teacher as an intellectual who must have solid knowledge on the child development of children from 0 to 5 years, on the knowledge of teaching and the mastery of the fundamental concepts from different areas of knowledge. After all, we believe that the struggle is done by facing the historical contradiction inherent to the human being processes.