Chapecó criança e a formação integral na infância: contribuições da cidade educadora

Abstract

The research deals with the relationship between the Chapecó Criança institution and the citizen education, whose main objective is to analyze how the educational proposal favors the integral formation in childhood in relation to the principles of the Educating City. In this context the importance of the institution in the promotion of citizenship and of the notions of public space through the activities that are developed in Chapecó Criança stands out. For the development of the research we rely on the contributions of authors such as: Cardoso and Daroda (2011), Esteves (2006), Gadotti (2006; 2009), Gouveia (2006) and Tonucci (2009) among others, look that deals with themes about childhood, city, integral education and educating territories. We start from the assumption that the knowledge that is worked on in Chapecó Criança contributes to the integral formation in the childhood and that the children manage to relate what they learn with their life in the city. The research methodology was supported by the qualitative research of the multi-method approach, which involved the space of the institution of a full-time Cyro Sosnoski School Park group. The instruments used to obtain the data were the interview, the Walkthrough and the Visual selection, adapted to the memory game. The results achieved enabled us to understand the fundamental role played by Chapecó Criança in the integral formation of the children who attend it, because they bring activities that make children to exercise their citizenship and their rights, and feel themselves to belong to the city, and that their form and content of work are associated with the principles of the Educating City.