Planejamento na educação infantil: um estudo de caso numa pré-escola pública de Tauá

Abstract

Planning is an essential tool to ensure a teaching job intentional and quality with small children. This work aimed to reflect on planning in early childhood education and its implementation in the context of a public preschool municipality of Taua. Also aimed specifically discuss planning as an instrument of intentionality of the pedagogic teacher, considering the child as the center of educational activity from the project work, and investigate how the planning has been made effective pedagogical work of teachers from a pre-public school in the municipality of Taua. This research was based mainly on contributions of Dewey (1976), Hernandez (1998), Ostetto (2002), among others, and complemented by a case study of a qualitative nature, performed in a pre-public school municipality of Taua. Observations were made in educational meetings and semi-structured interviews with three teachers and educational coordinator of preschool. It was felt that planning in Early Childhood Education is regarded by all as a necessary action for teaching practice, however, the way this has been done pre-school leaves much to be desired. The themes discussed are predetermined by coordinating education, no opportunities to study even the pedagogical institution. Thus, planning is not seen by teachers as a moment of training that brings effective contributions to their professional activities.