O espaço escolar e o processo de aprendizagem

Abstract

This research aimed to analyze the perception that teachers have of the organization of the physical space of the Early Childhood Education Schools (EI) in the city of Piancó and how they see their contributions in the development process of children's learning. The study was conducted at school EMEIEF Ernestina de Araújo Silva and involved the teaching staff of the school - director, coordinator and teachers. Data were collected through observation and interviews with pedagogical staff. Interview data were subjected to content analysis, seeking the recurring themes in the speeches of teachers. The theoretical basis resorted to studies and research on the school environment and the child's learning process in kindergarten. Data analysis relied mainly on Piaget, Vygotsky, and the National Curriculum Reference for Early Childhood Education and other documents. The results indicated that the same childhood education institutions with existing laws have not contributed in improving the educational aspects with the preparation of qualified professionals, as well as with regard to physical spaces for the children of this modality. In these spaces, it is essential that children are welcomed so that they can live their stage with great pleasure doing what they love that is play. The correlation between time-space-activities must exist so that there is harmony in the face of everyday life, starting from a critical approach, historical and procedural. It is essential for educators to reflect on what is the time and how it is meant by the subjects, the social representations of students, realizing the social and cultural diversity, where everyone can accept, to respect and to participate in the construction of history itself.