O espaço e o currículo: conexões e diálogos sobre as práticas pedagógicas no cotidiano da educação infantil

Abstract

This research has as objective investigates the relationship between space and curriculum of the Children s Education. It has as foundation the Diretrizes Curriculares Nacionais para a Educação Infantil (approved for CNE/CEB nº 20/09 and Resolution CNE/CEB nº 05/09) and theoretical base the historical-cultural conception, considering the pedagogic practices established in CEIM "Happiness", in the city of Saint Maria/RS. Specifically, we looked for to problematize child's conceptions, childhood(s) and Children s Education expressed by the PNEI (BRASIL, 2006), DCNEI (BRASIL, 2009) and in the institutional reality; to investigate the implementation of DCNEI in pedagogic practice of CEIM; to relate the organization of the physical spaces with the legal precepts of DCNEI (BRAZIL, 2009) - curriculum of the Children s Education, considering the pedagogic practices established by CEIM "Happiness". The research possesses social-historical character, it tends as theoretical base the dialectical historical materialism, and it counted with the activate participation of the professionals (educational, equip manager and employees) of CEIM. The methodological instruments used for the elaboration of information were participant observations, field diary, semi-structured interview, formative moment and digital registration. As technique of analysis of the data, we used ourselves of the content analysis, in that for the different methodological resources the information was classified. The first part of the work turns about child's conceptions, childhood and Children s Education for the roads of the politics of Children s Education and of the professionals of CEIM, problematizing and characterizing the pedagogic work developed in the institution. The second part treats on the curriculum of the Children s Education, above all, of DCNEI and the implementation process in pedagogic practice of CEIM and, still, the logic of the activities and the nucleus of the educational process in the Children s Education. The third part treats of the organization of the physical spaces of the Children s Education, it tends in CEIM the place of encounters, interactions and access to the culture more elaborated. As results, we detached that child's conceptions, childhood and Infantile Education structure and they organize the pedagogic practices, as well as the forms of organization of the group and of the activity in the Children s Education. The organization of the spaces of the Children s Education, in an intentional way, presents connection with the curriculum of the Children s Education and qualifies the pedagogic practices.