O espaço escolar na concepção das professoras de Dois Ceis da rede municipal de Fortaleza

Abstract

The purpose of this research was to investigate the conception of adequate school space for 1 to 3 years old children, according to teachers view, in two Early Childhood Education Centers of Fortaleza City Hall. It was also aimed to identify which conceptions of child, childhood and Early Childhood Education guide the research subjects practice as well as analyze how they see the physical spaces where they work and find out if they perform any changes on it. Therefore, a brief history background about children, childhood, Early Childhood Education and its environment conceptions was written, briefly highlighting the trajectory of Educational institutions for 1 to 3 years old children in the city of Fortaleza. The theoretical referenda was mainly supported by the studies of Kuhlmann (2011), Sarmento (2007), Barbosa (2006), Forneiro (1998), Zabalza (1998), Horn (2004) and Pinho (2014). As a qualitative research, which presents a comparative case study, the strategies used for data collection were semi structured interviews and non-participant observation. As a result of data analysis it was found that although the physical structure of the institutions had negative aspects pointed out by the teachers, as issues that hinder the pedagogical practice, the problems identified in the structure do not prevent the realization of planned and important activities for the development of children aged 1-3 years. As research findings some interventions for the improvement of spaces, carried out by research subjects were pointed out. It has been further identified that teachers’ conceptions shown in daily practice, directly influence the way they understand, plan and act in the educational environment. Keywords: School spaces.