As experiências com o conhecimento histórico na Educação Infantil: contribuições para a formação da criança

Abstract

The present article aims to reflect about the experiences involving the historical knowledge in Early Childhood Education and it’s importance to the integral development and construction of children 's autonomy. The study is based on the methodology of Qualitative Research, adopting as a methodological procedure the accomplishment of individual interviews, semi-structured, with the monitoring of two teachers who works in institutions of Early Childhood Education in Natal city, state of Rio Grande do Norte. It was found that it is possible to propose as children of Early Childhood, experiences with historical knowledge starting from an experience and a more significant reality of the child. As it is a teacher, it is not a planning center, enabling the child to realize itself as a historical character. An investigation also shows that it is possible for the teacher to find in the official documents, elements that subsidize the planning and a proposal of experiences with historical knowledge included with the children of Early Childhood Education. An analysis of the interviews shows that it is an experience of knowledge about the theme, what they want to know and what they learned about it, contributes to forming in children attitudes of curiosity, creativity and criticalness face of knowledge, enabling them to rediscover and transform the world.