O planejamento pedagógico na educação infantil: um olhar docente sobre o desenvolvimento das crianças

Abstract

Pedagogical planning became part of the routine of Early Childhood Education teachers when it was inserted into basic education. Its trajectory at this stage, marked by discontinuity, weakens the understanding of the importance of planning in institutions promoting Early Childhood Education. In this sense, the present work seeks to understand the process of preparing the pedagogical planning of the group of Early Childhood Education teachers, from the UFPB College of Application, seeking to identify the elements considered by them in the planning for/in promoting the development of the children who make up this educational space. With this objective, the methodology followed a qualitative approach, analyzing the design, discussions and perceptions constructed during the teachers' pedagogical planning, which allowed the expansion and deepening of the results obtained. To understand planning concepts and perceptions of children's development, we based this study mainly on the contributions of Ostetto (2000), Azambuja (2017) and Guimarães (2000), in addition to legal regulations and guidelines for Early Childhood Education . Through the analyses, it was possible to highlight the teachers' perception of care, interactions, games, routine, adaptation and children's interests as the main elements considered for/in expanding children's integral development. As a result of the research, the importance given to pedagogical planning is evident as an action that contributes to the quality of teaching work, leading to reflections on the child and strengthening actions for their development.