A natureza e suas interfaces: espaços, relações e vivências

Abstract

The present research proposes a study on the theme: Child and nature in the Early Childhood Education phase, through this theme that aims to approach and promote reflections on the importance of nature and its element for the development of children, in view of the interaction it establishes with nature. Therefore, thinking about the child's development in the face of a perspective integrated with nature is a way of rescuing the importance of relationships and the need for the child to constitute their experiences and learning in the face of real situations, without contact, through exploration, creating hypotheses and reorganizing concepts. Thus promoting self-awareness, of their role, making them a critical subject, attentive to social issues, sensitive to relationships and care for the environment. In this perspective, this research has a problem: "What is the importance of nature and its elements in the daily lives of Kindergarten schools for the development of children?". The methodology used is a qualitative approach, with emphasis on documentary research, exploratory research and documentary research. The bibliographic and exploratory research used as source monographs, articles, dissertations, books, regulatory documents of this stage of Basic Education, all of these, approach and bring reflections qualifying this research. In the documentary research, the analysis of the websites of four Early Childhood Education schools in a municipality in Alto Uruguai Gaúcho was developed, as well as a study through the photographs of the websites of two schools in the state of Rio Grande do Sul, which bring the approach and integrate nature into their spaces, to inspire and qualify research. It’s main authors were Florianópolis (2012), Mendonça (2015), DCNEIS (2009), RCNEI (1998), BRASIL (2018), Tiriba (2010), Tiriba (2018), Neglia (2009), Zanon (2018) and Barros (2018). The present research started by bringing an overview of the research, organization, theories, approaches, perspectives through the introduction. In a second moment, the research brought reflections, conceptions on the theme, child and nature, emphasizing the child subject, reflecting on interactions and games as guiding axes in this stage (BRASIL, 2009), bringing authors, theorists and research on the theme. Then the research seeks to build reflections on the relationship between children and nature, enhancing the space and everyday life, in such a way that they respect the child and emphasize the importance of nature in their development, which is carried out in the analysis of websites of two inspiring schools. Afterwards, the analysis of the data obtained through the ethnographic research is carried out, thus emphasizing conceptions, approaches, experiences, discoveries, experiences present in the daily lives of the schools that integrate and establish a reciprocal relationship between children and nature, as well as, emphasizing the importance of that nature is present in the Early Childhood Education institutions. Finally, the conclusion recognizes that schools need to break free and constitute their spaces, having as evidence the child and its processes, providing contexts that emphasize the relationship between child and nature. In this way, composing school routines based on the bias of nature, with attitudes and actions that highlight their importance, is to allow the child to become a subject aware of their attitudes, sensitive to peer relationships, critical of society's actions and conscious about actions towards the environment. Therefore, in view of the research, it is concluded that spaces that integrate and provide contact with nature, are associated and contemplate the processes of creation, imagination, problematization, construction of hypotheses and construction of experiences, thus reaffirming the importance that the nature is inserted in Early Childhood Education schools