Práticas pedagógicas e o cuidado com a natureza na perspectiva de professoras de creche da rede pública de ensino do município de Fortaleza

Abstract

This work dialogues with themes, research and authors both in the area of Early Childhood Education and Environmental Education. Its general objective is to analyze how teachers who work in daycare centers understand and include “care for nature” in the pedagogical practices they say they do. Its specific objectives are: to identify how teachers who work in daycare centers develop pedagogical practices related to caring for nature with babies, very young children; knowing which materials and in which times and spaces the pedagogical practices are developed; and to identify which objectives and learning are considered in the pedagogical practices that the teachers say they do. It is supported by the theoretical contributions of recognized authors and researchers in the field of Early Childhood Education and Environmental Education, such as: Boff (2019); Horn and Barbosa (2022); OliveiraFormosinho and Araújo (2018); Tiriba (2006, 2018); and Zanon (2018), focusing especially on the topic of caring for nature and pedagogical practices in daycare centers. Furthermore, it brings to the dialogue important documents from the two areas emphasized here, such as the current Federal Constitution (BRASIL, 1988); the National Curriculum Guidelines for Environmental Education (BRASIL, 2012); the Law of Guidelines and Bases for National Education (BRASIL, 1996); the National Curriculum Guidelines for Early Childhood Education (BRASIL, 2009b); and the National Curricular Common Base (BRAZIL, 2018). This is a qualitative approach research carried out with three teachers who work in the same day care in the groups called Infantil I, II and III. Inspired by netnography, its main data production strategy is online and individual interviews with each teacher, carried out through the Google Meet platform. It also uses as a complementary data production strategy the application of a questionnaire with questions about the training and professional experience of the teachers. The data analysis revealed, among other aspects, that the teachers develop practices involving the games using different materials, in the internal and external spaces of the institution, but they still associate the idea of nature as something external to the subject, as a place, also still develop pedagogical practices with a view to transmitting knowledge. Among the learning objectives, the educators had to inform babies and young children about how to preserve the rivers, about not dirtying the forests and about learning about colors, fruits, plants and animals. All this corroborates the need to review the curricula of the initial and continuing training courses for teachers to work in the first stage of Basic Education, especially in the daycare segment, so that these professionals can recognize the importance of the interaction of babies and children. with nature in the spaces of educational institutions, so that they can adequately address the theme in their pedagogical practices.