Processos formativos na educação infantil e o brincar nas práticas pedagógicas

Abstract

The research carried out as a requirement of the Early Childhood Education Program presents as the theme the formative processes in Early Childhood, as well as the investigation and reflexive analysis of the teachers’ pedagogical practices regarding playing in a daycare. The objective was to comprehend how the formative processes in Early Childhood can contribute for the teachers’ pedagogical practices in order to guarantee the guidelines of the interactions and games proposed by the National Curricular Guidelines for Early Childhood Education – DCNEIs, 2009. It concerns a qualitative research categorized as an action research, seeking to qualify, as a manager, the teacher’s formative processes, providing new knowledge through the formations accomplished in the daycare and in different spaces. As theoretical basis, it was sought to dialogue with the following references: DCNEI's, 2009 and the assessment 20/2009; SALOMÃO, CANCIAN, LÜCK, KISCHIMOTO, FORTUNA, HORN, SARMENTO, among others. Through this study, it was concluded that the formative processes are relevant and need to be amplified to qualify the teachers’ pedagogical practices just so they can reflect about the pedagogical work carried out in the daycare.