| dc.description.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. | |
