Análise do desenvolvimento de uma sequência didática na educação infantil: perspectivas sobre o processo de aprendizagem e desenvolvimento de bebês

Abstract

Thinking about issues involving the learning and development process of young children is a relevant topic in the academic scenario and in the school environment, especially when it comes to activities such as a didactic sequence for babies. The theme of this research was a choice based on the experience of the research teacher who identified, in her teaching practice and that of other teachers at the researched school, some difficulties in using the didactic sequence as an activity for babies. From this context, the idea arose to research the subject and develop a systematized Educational Product, which would assist teachers in the learning and development of babies. Therefore, this work brings the following research question: How to develop a didactic sequence that provides babies with an experience with elements of nature promoting learning and development? Therefore, the objective of this work was to investigate the process of learning and development of babies up to one year old, through experiences organized in a didactic sequence. Thus, the objective of this work was to investigate the learning and development process of babies up to one year old, through experiences organized in a didactic sequence. A field research was carried out whose specific objectives were: to propose an experience to two babies based on a didactic sequence that contemplated the earth element and to analyze the contribution of this work with the didactic sequence for the learning and development process of these babies. The research was developed in a Municipal Center for Early Childhood Education in the city of Londrina, Paraná, with the participation of two babies, enrolled in an Early Childhood Education class. Qualitative in nature, this research is based on a case study, as it deals with the experience of only two participants. For data collection, the technique of observation and the survey of the actions of the research participants during the teaching practice was used. Thus, a systematization was conducted with the data obtained in categories, with which the teaching mediation, the manipulation, the sensation and the exploration of the earth element were analyzed, both by the infants and by the researchers. The results obtained in the analysis pointed to the importance of teacher mediation in each stage of the didactic sequence and the rethinking of teaching praxis; for the babies who participated in the research, it was an opportunity for development and learning through the stimulation of their creativity, imagination, motor coordination, sensations - such as touch, through the experience they had with the earth element and for interacting with the environment. As a result of the research, there was also the development of an e-book as an Educational Product, which can serve as a basis for further studies, research; and to guide Educational Institutions in the use of didactic sequences with early childhood education students.