Organização do trabalho pedagógico na educação infantil na perspectiva da atividade criadora da imaginação: um relato de experiência

Abstract

This scientific work, which I present as an experience report of a qualitative research, of a basic and experimental nature, had as its objective to study the organization of pedagogical work from the perspective of the creative activity of imagination in Early Childhood Education. Early childhood education still expresses in its works the legacy of the welfare and compensatory character of its prelude, from this it is necessary to think of pedagogical practices that break with this cycle, the present article aims to contribute to this movement by bringing experiences that collaborate with the development of ideas of practices that go beyond school reproduction. Based on my teaching experiences with a preschool class in the city of Solânea-PB, linked to the Canteiros de Criação project of the Undergraduate Program (PROLICEN), I describe the efforts made by the teacher in an attempt to bring his practice closer to the concepts of creative activity of the imagination addressed by Vygotsky in his texts, and using participant observation as a data collection tool, here conceived through the idea of ​​listening defended by Paulo Freire, directly implying the positioning of the teacher in relation to his class. In general, we can conclude from the discussion carried out here based on the comparison of two experiences of organizing teaching practice that the creative activity of the imagination is more noticeable in the school environment depending on the guarantee of some favorable factors such as freedom to play and the provision of materials of interest to children in the classroom, in addition to requiring the teacher to take a critical position in relation to his profession. Therefore, in Early Childhood Education, active and sensitive listening to children was, for me, the discovery of necessary and fundamental knowledge in my educational journey with children.