A organização dos espaços em instituições de educação infantil: concepções e práticas de educadores e psicólogos

Abstract

The present study is derived from research carried out in a local context, on the organization of spaces in public institutions of early childhood education. Currently, children are inserted in the context of early childhood education from the first months of life and full-time and with this society has been demanding a higher quality of spaces for early childhood education in its structural and pedagogical aspects. In the present study, the role of spatial arrangements and their impact on the learning and development process and on the interactions established between educators and children in public early childhood contexts will be discussed. This issue will be approached based on the assumptions of Vygotsky's Historical-Cultural theory (1996/2004), markedly his conception about human development and the role of the adult as a mediator of child learning and development processes and discussed taking into account the Bioecological Theory Human Development, by Urie Bronfenbrenner. Researches are presented that denote the role of the organization of spaces in the development of children and their relationship with pedagogical proposals that enhance learning in spaces for early childhood education. It is pointed out that a quality early childhood education is strongly linked to the conceptions and practices of education professionals, such as teachers and school psychologists, the latter for their role in mediating intersubjective relationships in educational contexts and development processes, through of implemented actions in line with the different segments of the institution. In this sense, the objective of this research is to analyze the conceptions and practices of educators and psychologists on the organization of spaces in early childhood education institutions, discussing their impacts on the interactions between educators and children and on pedagogical practices in progress. Specifically describe the organization and physical structure of the researched early childhood education institutions; map the types of spatial arrangements for preschool classes in the city of João Pessoa (PB); and list elements for the elaboration of a protocol for the performance of the school psychologist in the context of early childhood education, based on the literature in the area and the results obtained in this study. The research is qualitative and descriptive and was carried out in six public institutions of Early Childhood Education in the city of João Pessoa that serve children from 4 to 5 years and 11 months of age, selected at random. Six female teachers and five female monitors participated in the research, with an average age of 33.9 years. In order to accurately capture the spaces of the institutions, a drawing of the physical structure of the place was used, and, when permitted, a photographic camera in order to record the spaces and the arrangement of the furniture present in the classroom and in the places of use. collective, such as patio and playroom. As part of the study, the official documents that govern each educational institution were analyzed, such as the Pedagogical Political Project (PPP) and the institution's internal regulations, seeking to apprehend information that refers to the spatial organization and the way it has been addressed in such documents. . The information was obtained through visits to the institutions, located in different areas of the city. The participation of the professionals was conditioned to the signing of the Free and Informed Consent Form. The interviews, recorded using a voice recorder, took place in a reserved place, in the presence of only the researcher and the professional who participated in the research, and were literally transcribed, being organized into axes of analysis and categorized according to their semantic similarity, discussed with based on research related to the proposed theme, in order to identify the convergences and contradictions in the speeches of the participants. The relevance of the proposed theme is evident, as the space for early childhood education must be organized to promote child psychism. The results of this study seek to present indicators for the proposal of interventions by psychologists related to modalities of spatial arrangements that enhance the interactions between children and educators, and that allow a greater reflection on the contributions of school psychology in the field of early childhood education.