Planejamento na educação infantil: as perspectivas de professoras da pré-escola de um centro de educação infantil da rede pública municipal de Fortaleza-CE

Abstract

This paper deals with the teaching perspectives on planning in Early Childhood Education, representing an important role in the construction of pedagogical practices in kindergartens and preschools. The general objective is to analyze the perspectives of preschool teachers of a Child Education Center (CEI) of the municipal public network of Fortaleza on planning in Early Childhood Education. The methodology used to achieve it consisted of conducting semi-structured interviews with two teachers who work in Kindergarten IV classes. In short, it was found that the teachers seem to have reduced perspectives regarding the role of planning in Early Childhood Education, in addition to dealing with challenges in the act of planning in the institution, which contributes to a tendency of planning based on the design of contents and analysis of aspects of development. It is concluded that these perspectives expose the richness present in the contexts of Early Childhood Education to risk, since there is disagreement with the peculiarities inherent to this stage, triggering a restricted view of preschool, as a merely preparatory phase for the next stage, assuming the focus of instructing, comparing, teaching literacy and schooling, instead of effectively contributing to the well-being and integral development of children.