Uma escola municipal de educação infantil como lugar de experiência, comunicação e relações: contribuições para a construção de uma Pedagogia da Infância.

• Ano de defesa: 2017
• Autor(a) principal: Madeira, Maria Cristina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Faculdade de Educação; Programa de Pós-Graduação em Educação; UFPel; Brasil
• Palavras-chave em Português: Pedagogias da infância; Bebês; Crianças pequenas; Experiência; Acolhimento; Comunicação; Pedagogies of childhood; Babies; Small children; Experience; Reception; Communication; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/prefix/7683

This work analyzes the tensions, challenges and advances in the process of elaborating a Pedagogy of Childhood in the experience of reception, communication and relationships from the point of view of the subjects that participate in it. The context is a Municipal School of Early Childhood Education located in Pelotas - RS, and the period of construction of this experience covers the years 2008 and 2012.The research paths followed the presuppositions of the qualitative research, leading me to perform an interpretative approach, in which the teachers, the kindergarten teacher and maternal assistants , school staff and a group of family members were heard through non-directive interviews The theoretical framework includes Pedagogies of Childhood, Italian Approaches to Early Childhood Education, Childhood Studies and authors of Education and Philosophy. The concept of experience guided the analysis of three dimensions of reception: reception as insertion, care and attention with infants, young children and their families; hosting as creation of pedagogical spaces/environments; and fostering dialogue and communication in relations between adults and children. For the analysis of pedagogical practices, conceptions and principles that inspired the construction of a Pedagogy of childhood thought as a rigorous and continuous process of creation of senses and theoretical reflections, are here discussed three important elements of experience. The first one refers to the work projects developed with nursery and maternal I children. The second one refers to the pedagogical documentation, which made it possible to record the experiences of building children's knowledge, in addition to offering teachers and auxiliaries a tool for evaluation of their educational practices. The third one deals with workshops, which created conditions for playful expression, experimentation and contact with different materials in a creative and sensitive way for infants and young children. A fundamental aspect of this construction consisted in uniting action/reflection/action.