Narrativas de experiência na educação infantil em uma abordagem por projetos: a pesquisa como uma construção em processo

Abstract

In the National Guidelines for Early Childhood Education (BRASIL, 2009), based on ethical, political and aesthetic principles, the participatory and critical formation of children is seen in a conception of active childhood in the context of political rights to citizenship, the exercise of criticality and respect for democratic order. The pedagogical projects, as an epistemological approach, we consider to be one of the possible ways to guarantee the effectiveness of these principles in which not only the cognitive but also the affective aspects are taken into account, allowing the involvement of the child in its totality inserted in the reality partner -cultural. From this perspective, the research had as a guiding question of the study how to organize the experiences lived daily through a project approach in a class of Early Childhood Education, from which we propose as a general objective to investigate, experience and construct pedagogical praxis for projects based on listening, participation and problematization of experiences in a class of Early Childhood Education, belonging to a Municipal School, in the city of Santa Maria, RS. The methodology used in this research was narrative research because it was considered the best way to understand the experience. The research was constructed from reports in dialogue with other narratives, that is, narratives from other contexts, from children, families, and authors such as Larrosa (2002), Malaguzzi (1999), Hernández (1998, 2000), Dewey 2011), Barbosa and Horn (2008), Ostetto (2000) and Rinaldi (1999). From the experiences of a project approach, it was possible to perceive that the curriculum in Early Childhood Education can be constituted in a globalizing way, in which the different areas of knowledge are articulated the experiences and the knowledge of the children. The lived relationships were organized through the teaching planning that was effected through the articulation with the reflective records of the practice lived with the children, listening to them, as well as the careful observation of reality, which allowed us to be flexible with the daily routine, working in this perspective is to work with the idea of the unpredictable, in which the projects are constructed and determined by the times, spaces and subjects in question. The role as teacher was the mediator of knowledge, because through the interventions, it was possible to stimulate, observe and mediate the teaching and learning process, seeking to create learning situations that were meaningful and seeking through sensitive observation and conversation with children capture data to see if he was achieving that goal. At the end of this research, it is quite motivating to think that this work does not end with the presentation of the dissertation in the coordination of the course, but that may be useful for other subjects and enthusiastic new discoveries, encourage other experiences and other research to be made public. Other narratives can be built.