Participação das crianças: um estudo no contexto da educação infantil

Abstract

The present dissertation research had its construction developed on the theme: the participation of children, having, as its title, “Children's participation in children's daily life: a study in the context of Early Childhood Education”. This study had, as problematic: “How is the participation of children constituted from pedagogical interventions that respect the rights of participation and the place of the child in the planning?” Through this research, we sought to list some guiding questions such as: “What is meant by childhood(s)?; What do documents and Brazilian legislation say about Early Childhood Education?; What is Child Participation?; What is necessary for planning in which the child is respected in his participation rights?”. With the general objective: To identify and analyze the constitution of children's participation based on pedagogical interventions that respect the rights and place of children in planning. From this general objective, some specific objectives were highlighted, namely: (I) Reflect on the conception of childhood(ies); (II) Contextualize Early Childhood Education in the Brazilian context; (III) Conceptualize child participation and (IV) Understand how spaces, times and materials help in the pedagogical work for children's participation. In order to reach the proposed objective, a qualitative approach was used as a methodological path, with the use of bibliographical research, state of knowledge and field research involving action research and participant observation. kindergarten class, more specifically, kindergarten, with children from three to four years old together with the main teacher of the class. Finally, the relevant results of this research make it possible to understand that children's participation is a right available to them and that teachers who work with children need to consider them as participants in children's daily life. Sensitive listening, child-centered planning, and observation are a fundamental part of making children's participation happen. It is also highlighted that the pedagogical actions are intertwined with the participation of children through the planning and execution of spaces, times and materials.