A prática das professoras da educação infantil a partir do planejamento e organização dos espaços da sala de referência

Abstract

In this research, I propose a discussion about the organization and structuring of the spaces of the reference room in Early Childhood Education institutions as a means of learning enabler. According to the constitution of the reference room, both in nurseries and in pre-schools, and from the concepts and aspects considered in the planning of learning experiences, understand how early childhood teachers think, feel and act when inserted in the environments school. Therefore, it is object of this study reflect on how the planning and organization of spaces of reference room transformed into learning environments can contribute to the optimization of teaching practices. Therefore, the theme of the theoretical approach is based on the studies Barbosa (2006), Horn (2004), Oliveira (2012) and Zabalza (1998). In addition, the paper discusses about the child's views, childhood and early childhood education from the historical contextualization second Ariès (1979), Pinto (1997) and Sarmento (2009). Through observation of daily life and routine in reference room serving children between 3 and 4 years in a public institution in Fortaleza and conducting interviews with educators who meet this age group, got the necessary data for analysis and reflection research in question. The survey results confirm the hypothesis previously raised that the organization and structuring of the spaces of the reference room and the use made of them, whether by children or by the teachers define what views are inserted into the educational and pedagogical practices that educators promote within the school routine.