A docência pelo olhar de pedagogas: experiências significativas da caminhada profissional com as crianças

Abstract

The present research focused on answering the following question: How does knowledge from experience reverberate in the pedagogical practice of teachers in Early Childhood Education and the Early Years of Elementary School? And its general objective was to understand the influence of knowledge from experience in the development of pedagogical practices of teachers working in Early Childhood Education and the Early Years of Elementary School. The specific objectives were based on identifying times and spaces in which reflection on the pedagogical practice of teachers working in ECE and EYES occurs; to analyze how work with children contributes to the reflection of teachers' pedagogical practice; and to create an e-book containing a guide with suggestions of possibilities for reflection on teaching in Early Childhood Education and the Early Years of Elementary School. For this, a qualitative and field research was developed. Data were collected via questionnaires with seven teachers who work in Early Childhood Education and the Early Years in a city in the north of Rio Grande do Sul. The responses were analyzed using content analysis (BARDIN, 2016). Therefore, it is concluded that experiential knowledge positively influences the development of pedagogical practices, bringing sensitivity and distinct theoretical-practical understandings about teaching. The pedagogues also emphasize that times and spaces for dialogue and continued training are fundamental in the daily routine of schools, as they help the pedagogue's reflective capacity regarding their own practice, effectively. Finally, working with children enables sensitivity, problematizing the search for new experiences that are significant for the teaching and learning process and for the ongoing training of teachers.