Adultos e crianças partilhando jornadas de aprendizagem na educação infantil: o caso da professora Carolina e das crianças da faixa etária 3 da EMEI João de Barro, de Novo Hamburgo/RS

Abstract

This study aimed to understand how a kindergarten teacher at a public school participating of the Observatório da Cultura Infantil - OBECI develops her pedagogical practice so that it encourages children to combine their knowledge and experiences with socio-historical knowledge. Based on the hypothesis that the syllabus is an action produced between children and adults and that to achieve a way of doing things that meets what it proposes, it is necessary to look at two dimensions: (1) recognize the child as the center of the educational process and the nature of their learning; (2) providing children with the external conditions from an adult who responds to their initiatives. The current curricular conception, supported by Brazilian legislation, was a starting point and guiding light of this study. Thus, the history of early childhood education was briefly outlined: from the Constitution of the Federative Republic of Brazil of 1988, until the passing of the National Common Core Curriculum for Early Childhood Education in 2017, based on Oliveira (2010; 2013); Guimarães (2011); Fochi (2013; 2015a; 2015b; 2016; 2019; 2020a; 2020b; 2021a; 2021b; 2022a; 2022b; 2023); Pecoits (2021); and Fochi and Heming (2023). A discussion about children’s learning ensued, based especially on the contributions of Dewey (1940; 1959; 1965; 1971; 2002; 2008); Dennison (1972); Bruner (1996; 1997; 2001; 2006; 2008; 2013); Rogoff (1993); Brougère (2013a; 2013b; 2013c); Morin (2021); Infantino (2022); and Ingold (2022), exploring concepts such as curiosity, experience, children’s agency, the construction of meanings, social practices and everyday life, and the construction of knowledge. The research, of a qualitative nature, ensued from a single instrumental case study (CRESWELL, 2014). Therefore, the case of this investigation regarded how the reference teacher Carolina supports and promotes the learning of children in the age group 3 at the Municipal School of Early Childhood Education João de Barro, a member of OBECI, based on the analysis of field notes and observational protocol, interviews, photographs, videos and documents such as the documentary process and communication produced by the teacher and the children, as well as the school's political pedagogical proposal. From the data analysis process of this research, based on Creswell and Creswell (2021), considering the data triangulation proposed by Yin (2015), two analytical categories emerged: the first refers to the provision of conditions. The first one invites us to reflect on the conditions provided by teacher Carolina to the children in the 3 year-old group, especially those related to the organization of the educational context, and which encompass the organizers of pedagogical action – space, materials, time, groups, and the adult-child relationship. The second category discusses the choices, invitations, and the attitude taken by the teacher in relation to everyday life and the investigations conducted with the children. Both seek to promote the articulation of the children’s knowledge and experience with socio-historical heritage.