A criança da educação infantil como produtora de conhecimento

Abstract

Human beings are gifted with creativity and possess the ability to learn and to teach. Often, children are not encouraged to seek within him something new and creative. Educational practices developed in the classrooms of early childhood education still are based on an appreciation of knowledge ready and finished that the educator has, and not the awakening of the production capacity of the small child. In this sense, our main concern arose from the issue of the child's submission in the teaching/learning process developed within the school environment, as well as the search for answer the following question: why the child is subjected to a State of passivity in the production of knowledge? Ausubel (1978) suggests the active participation of the student, emphasizing the personal participation of the learner in the acquisition of knowledge, so that they are not seen as mere repetitions or copy of the educator's or construction by the textbook, but a reworking. In this way, the work has as its main objective to introduce children as individuals active in the process of production of knowledge, but pay attention to the understanding of factors which contribute to prejudice and bias in relation to the child's capacity of early childhood education to produce their own knowledge; recognize children as social actors, with voice, action and perspectives; and analyze the elements that contribute to the production of knowledge in children aged four to five years of age. Following the path to achievement of the goals, the research is explanatory character, with a quantitative and qualitative approach, where we interview questionnaires and note how plans for collecting data on the environment of early childhood education. As educators, we need to make use of practices that stimulate and develop creativity, the ability to relate, to interact, you feel, and to assume a critical consciousness in our society.