Currículo, educação infantil e as práticas pedagógicas em uma turma de pré-escola

Abstract

This work discusses about curriculum, Early Childhood Education and pedagogical practices in a public institution that offers Early Childhood Education in the city of Core mas-PB. Therefore, we started from the following research question: under what per spective is the curriculum of the pre-school II class elaborated in the institution that is the focus of this research? Therefore, our general objective was to analyze the curric ulum and pedagogical practices presented in the pre-school class II of an Early Child hood Education institution. In order to reach the general objective, we outline as spe cific objectives: to identify characteristics of pedagogical practices; find out if the daily routines are consistent with what is available in the institution's curriculum and; identify the pedagogical resources used by teachers to organize their pedagogical practices. We theoretically base this research on the works of authors such as Brito (2014), Bar ros (2015), Cerisara (1999), Kramer (2006), Nascimento (2007), Nunes (2011), Sac ristán (2013) among others(at). The entire research took place in an emergency re mote teaching context due to the COVID-19 pandemic, so the methodology followed the paths of an exploratory, qualitative research, with descriptive purposes, as the re searcher needed go to the research field institution to observe and collect data and information that would support the objectives outlined in the research, as well as ob serving pedagogical practices in the Whatsapp study group. Finally, it was found that, although the teacher has a consolidated understanding of the children's integral devel opment on the subject, the pedagogical practices take place in order to make the chil dren experience and respond to printed activities in an individualized manner, without the right to interaction synchronous between the children and the teacher. Going against what the curriculum proposes. There is no virtual learning environment to ac commodate all the children, the teacher being responsible for passing on information on how to carry out the activities. Also, we verified that families and children do not participate in the elaboration of the institution's curriculum, which led us to identify a pedagogical proposal out of context with the children's reality. In other words, the cur riculum adopted by the institution proposes an integral development of children, but does not promote the participation of all those involved.