Planejamento didático na Educação Infantil: evidências do modo de fazer pedagogia de professores em uma pré-escola

Abstract

This study aims to analyze the teaching act of weaving didactic planning, focusing on the way teachers enact pedagogy in a preschool within the municipal school system of Fortaleza, Ceará, Brazil. It is inspired by the transmissive and participatory modes of doing pedagogy conceptualized by Oliveira-Formosinho (2007) and by their reverberations in didactic planning, giving prominence to Pedagogy-in-Participation (Oliveira-Formosinho and Formosinho, 2013) and the Pedagogy of Relationship and Listening (Malaguzzi, 2016). It also addresses historical aspects of transmission in Brazilian Early Childhood Education—hygienist, compensatory, and school-based modes of planning—up to the foundations for the construction of a pedagogy of participation, based on achievements related to children’s rights and a curriculum specific to childhood. It presents a survey guided by the following question: “How has scientific production from 2009 to 2024 on didactic planning evidenced modes of doing pedagogy in Early Childhood Education?”, showing what studies published during this period have revealed about the topic. Methodologically, it consists of a qualitative, descriptive-explanatory investigation carried out in a preschool located within a municipal school in Fortaleza that also serves the early years of Elementary Education, with two teachers of groups of four- and five-year-old children as participants. The strategies used for data construction were participant observation when the teachers were planning simultaneously, individual semi-structured interviews, and joint autoscopic sessions. The data were examined through Discursive Textual Analysis (Moraes, 2003), involving processes of unitarization, categorization, and communication. The results point to the knowledge, beliefs, and values mobilized by the teachers in didactic planning as linked to an anticipatory and instrumental conception, anchored especially in the textbook and commemorative dates, and driven by purposes that oscillate between an ethical commitment to children’s education, the measurement of knowledge, and professional protection in the face of external demands; they also point to the shift from a view of the child as co-author to that of the informed and classifiable child, in line with the figure of the teacher as a regulator who ensures teaching; thus, they express signs of an ongoing pedagogy of simplification, which reduces the complexity of Early Childhood Education to preparatory functions for the next stage.