Práticas pedagógicas na educação infantil: experiências democráticas na infância

Abstract

This dissertation has the research objective of analyzing pedagogical practices in kindergarten schools based on democratic experiences in childhood. Children's education requires learning through experiences, thus, democratic experiences lived in childhood can positively impact the future of society. In this sense, the research intends to: a) Develop theoretical contributions in relation to the historical conceptions of childhood education and the interactive process of democratic experiences; b) Identify pedagogical practices in kindergarten in order to understand how the educational experiences that contribute to the democratic formation of children take place; c) To analyze the conceptions of Early Childhood Education teachers about how pedagogical practices are organized in a way that promotes democratic experiences in childhood; d) Demonstrate indications about pedagogical practices in the democratic experience in childhood in an e-book, within the perspective of intervention, based on the data constructed in the research (Final Product). The methodology used in this research is qualitative, bibliographical and documental in nature, in which semi-structured interviews were also carried out with teachers from the Investigation Center (classes with children aged 4 and 5 years) and Participant Observation with children from the same Center. The interviews were recorded with the aid of a smartphone application and transcribed, participant observation had its records in photos and notes in a Field Diary. To analyze the collected data, we used Bardin's Content Analysis (2016). The analysis was carried out from the conceptions of the teachers, which were categorized into: (a) Democratic Experiences from the Conception of Teachers in Early Childhood Education; (b) Pedagogical Conceptions and Practices of Teachers in the Democratic Training of Children. Participant observation was categorized as (a) Democratic Experiences in Child Observations; (b) The Insertion of Children in Pedagogical Practices. After analyzing the data, this study revealed that pedagogical practices designed for children and in a way that respects them and listens to their demands, can develop democratic experiences in childhood. It is concluded that the pedagogical practices demand, for the most part, human resources for the development of democratic experiences in childhood. Finally, the work still has the Final Product, from the perspective of Intervention, in which an e-book was organized with indicatives of democratic experiences and how they can be present in childhood.