A docência em educação infantil a partir da perspectiva histórico-cultural nas práticas pedagógicas

Abstract

The purpose of the research is to examine the possibilities and restrictions when it comes to implementing pedagogical practices in Early Childhood Education, taking into account the historical-cultural perspective. This investigation is part of research on the Professional Master's in Education course at UFFS - Erechim campus and its research problem is: how can historical-cultural theory contribute to the construction of knowledge in Early Childhood Education based on teaching qualification? The research is qualitative in nature and is structured in bibliographic review, documentary analysis and empirical research, from action-research. Data collection with the participants was conducted through online forms via Google. In addition to the questionnaires, the Political Pedagogical Projects of both schools were used as sources of research. The invited participants were teachers of Early Childhood Education from two schools that serve children of (4) four and (5) five years old located in the municipality of Panambi/RS. Data were analyzed based on Content Analysis (BARDIN, 1977). A the research developed, as a product, an intervention-research, in which three (3) meetings of continuing education were organized through a study group by the Google Meet and Webex platform, with three (3) invited participating professors who conducted studies from the historical-cultural theoretical basis, seeking through these studies to establish relations between theory and pedagogical practices, which helped in the appointment of positive perspectives and/or possible limitations to develop the historical-cultural theory in different schools and social contexts. In this way, the researcher worked mediating conflicts and questions, contributing so that children could raise their levels of construction of scientific knowledge, establishing links with their empirical knowledge and that of their colleagues, because they learned, with the other and through their experiences, to listen, to understand the differences and similarities that each one brings with them.