O espaço como eixo estruturante do currículo para a educação infantil de qualidade

Abstract

The aim of the present text is to understand to what extent the organization of the space represents an important curricular axis for the quality infantile education. This study is in the context of discussions on the organization of space as an important axis of the curriculum for the promotion of quality child education. The analysis, in this sense, is part of the debate on the forms of educational policy for children's education, as there is a gap in the discussions about the role of space in the curriculum and its relevance to the enhancement of the quality of teaching in this stage education. Thus, the argument developed by researchers such as Horn (2017), Craidy and Kaercher (2001), Sebastiani (2009) and Zabalza (2007) and other authors. For the development of this study, a combination of bibliographic and documentary research techniques was used, with documentary research elaborated in two documents: National Curriculum Guidelines for Early Childhood Education (2010) and National Curriculum Framework for Early Childhood Education (1998) ). This analysis allowed to know the conception of infantile education and of space presented in the curricular orientations for the Infantile Education and in the theoretical documents on the subject. The results obtained also allowed to characterize the types of space treated in the official and theoretical texts, including differentiating what would be space and environment; We also obtained as a result the perception that the investigated authors present a point of view and convergent arguments about the importance of the organization of the space for children's development and, consequently, for the achievement of the quality defended in the texts analyzed. Finally, the results still demonstrated the need to broaden the discussion, reflection and socialization of the information constructed by other and different scholars.