O papel da professora com crianças na educação infantil na perspectiva da teoria histórico-cultural: o que aponta a produção científica

Abstract

The teacher of children plays a significant role in their learning/development. Based on this assumption, the present article aims to analyze the findings in the scientific literature about it, mainly through the perspective of Cultural and Historical Theory. In order to achieve that, an exploratory and qualitative research was carried out, in which all the publications from the periodicals Germinal and Obutchénie were mapped, since containing in the tittle, abstract or keywords the terms: mediation, childhood, early childhood, day care, very young children, education, pedagogical and didactic issues and developmental teaching. Although it resulted in 112 articles found, after careful reading of their abstracts, only four were selected for dealing with the pedagogical practice of teachers with children in early childhood education, dividing themselves into three categories, Psychological development in childhood, Early Childhood Education from the perspective of Cultural Historical Theory and Developmental teaching and teaching practice.These results indicate that the childhood teacher needs to create developmental teaching situations, taking into account the specificities and heterogeneities of children in Early Childhood Education. We pointed out the fact that no article dealt exclusively with very young children, which is problematized here aiming to support further studies on this topic