Diálogos sobre as práticas da educação infantil em uma creche do norte pioneiro paranaense a partir da teoria histórico crítica: e-book de práticas e vivências sobre o desenvolvimento infantil

Abstract

Early Childhood Education, over time, has been overcoming its welfare-based nature and establishing itself as part of the pedagogical process of Basic Education institutions. However, there is still much to be done in discussions and studies on the subject. In view of this, this study aims to investigate a proposal for didactic possibilities, given events in the routine of Early Childhood Education. Through Historical-Critical Pedagogy, a continuing education course for Early Childhood Education teachers was developed, and the research methodology used was Bardin's discourse analysis (2016), as well as moving towards the development of educational praxis that assumes teaching as an instrument of educational work in the current conditions of Early Childhood Education. Its main reflection is the search for understanding the role and importance that Early Childhood Education has in the process of child formation, based on the contributions of Historical-Critical Theory as theoretical and methodological support to affirm Early Childhood Education with the purpose of promoting the integral development of the child, as stated in the Law of Guidelines and Bases of National Education (LDBEN). The results found indicate practices that respect the characteristics of the stage, as well as the child as an active, capable subject with rights, highlighting the importance and real role of Early Childhood Education schools. To this end, based on the theoretical foundations of Historical-Critical Pedagogy and Historical-Cultural Psychology, the social function of the school and the Early Childhood Education teacher is defended, as well as didactic propositions to develop the full development of the child, in order to propose meaning and significance for learning what is established and to propose new educational expressions.