Pratica docente

Abstract

This research aims to investigate the pedagogical practice of early childhood education teacher seeking to identify the important actions taken for the development and learning of children. The specific objectives are: to characterize the pedagogical practice developed by early childhood education teacher, assess whether the developed pedagogical practice is based on pedagogical proposal that follows the guidelines (DCNEI). The research was based on the National Curriculum Reference for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and ideas of authors, such as Aries (1981), Barbosa (2006), Muniz (1999), Oliveira (2007), Veiga (1992), Wallon (1992), Vygotsky (1992), and other scholars. The research is a qualitative approach and was carried out with two teachers in the same class of a municipal school. The methodology consisted of conducting semi-structured individual interviews and observing the practice of the teachers. The analysis of the collected data shows that the teachers develop their practices with an emphasis on transmission of content, performing repeated activities, without giving appropriate importance to the games and interactions, two axes that guide the pedagogical practices of early childhood education, as determined by the Curricular Guidelines. Certainly this practice reflects the thinking of the teacher who sees early childhood education with a preparatory perspective for Elementary Education. From this fact, it is necessary to reflect on what steps should be taken to deconstruct these concepts outdated, giving way to a practice that aims to promote the integral development of children.