A rotina e organização do tempo e espaço na educação infantil: possibilidades pedagógicas na pré-escola

Abstract

Early Childhood Education, as the first stage of Basic Education, requires a plural curriculum that considers, among other aspects, the routine and the organization of time space in the daily life of the actions that occur while the children are in school. In this perspective, this study had as general objective to analyze the routine and the organization of time and space in the context of the pedagogical practices developed with children of Infantil V in the School of Basic Education of the Federal University of Paraíba. As specific objectives, it was emphasized how the routines and the organization of time and space in the school routine should be structured according to the educational policies for Early Childhood Education; to know the routines and the organization of time and space in the pedagogical practices developed in the daily life of the children's classes V, in the School of Basic Education of the UFPB; and to discuss the importance of routines and the organization of time and space for the integral development of children. Methodologically, this is a field research of the descriptive type and qualitative approach, whose procedures used were: bibliographic and documentary research; field research; non-participant observation and photoetnographic recording. Data analyzes were based on the dialogue between some childhood theorists, data collected during the research, and educational policies for Early Childhood Education, with emphasis on the National Curricular Frameworks for Early Childhood Education, National Curricular Parameters, the Law on Guidelines and Bases of Education, and the National Basis Curricular Common, documents that guide the pedagogical work in the institutions of Education in Brazil. The results of the research indicate that the routine developed in the school investigated does not present rigid procedures, but rather, flexible in their daily practices, the learning spaces are adequate and acclimatized, besides, they are not limited only to the classroom. The activities arouse the interest and curiosity of the children and the materials are produced by the teacher herself, being adapted to the needs of the children and always available for use. It was also observed that the planning and development of activities, the organization of spaces, the distribution of time, as well as the interactions that the teacher establishes, favor the integral development of the children. Finally, it should be pointed out that, even following a structuring axis, the educator is able to adapt to the day-to-day needs of children's particularities, complying with the guidelines of the legal documents that guide the pedagogical work for Brazilian Early Childhood Education.