Cotidiano pedagógico na educação infantil: novos desafios e diferentes olhares

Abstract

The research “Educational Daily Life in Early Childhood Education: New Challenges and Different Views” aims to identify and analyze teachers' conceptions about the pedagogical practices present in the Favinhos de Mel Early Childhood School, thus seeking reflections on relationships in the school's daily life. In this way, the research problem arises: "How do Early Childhood Education teachers characterize the pedagogical daily life with very young children?". In order to respond to this problem of the study, the methodology was based on a qualitative approach, with bibliographic and field research. The bibliographic research had as sources: books, articles, theses, dissertations and legislation, in which they addressed the researched theme. Some authors were used to support the discussions, such as: Staccioli (2013), Oliveira (2010), Carvalho; Fochi, (2017), Brougére and Ulmann (2012), in addition to federal legislation and regulations such as the Federal Constitution (BRASIL, 1988), the National Education Plan (BRASIL, 2001), the National Curricular Common Base (BRASIL, 2017) and the Opinion CNE/CEB 20/2009 that reviews the National Curriculum Guidelines for Early Childhood Education (BRASIL, 2009b). To constitute the field research, five days of observation were carried out, in groups of very young children, together with semi-structured interviews carried out with the teachers. Therefore, after performing the analysis of the data that most emerged, it was concluded that from the observations, the children have an established routine, in which they demonstrate resistance. We know the importance of routine at school, but everyday life must always prevail. In this way, these experiences must be rethought in future practices, in which we must transform routines into flexible times in the daily life of Early Childhood Education. Times that respect the experiences, experiences and needs of children