Aspectos do trabalho pedagógico em creches e pré-escolas como ferramenta de gestão educacional – uma visão construtivista

Abstract

The man is continually learning and growing. Since very young children learn about the world asking questions and seeking answers to their questions and issues. The school management should consider that a good planning of educational activities favors the formation of skills for the child to learn to take care of themselves. The way to learn is crucial for parents and teachers can provide and the opportunities for learning, from primary school, elementary school. This process begins before birth and ends only with death. Our use of our body, the ability to use it for different purposes, is much improved with the learning that may occur throughout life. As we are referring to different aspects of development, we wish to clarify what they are and what they consist. In general, speaking on three aspects: affective, psychomotor and cognitive. The theme ASPECTS OF THE PEDAGOGIC WORK IN DAYCARE AND PRE SCHOOLS AS A TOOL OF MANAGEMENT EDUCATION – A CONSTRUCTIVIST PERSPECTIVE, according to the legislation offers an analogy as a responsibility to relate these ideas to the project's pedagogical EMS. The main objective of the research on the pedagogical model of early childhood education was to relate the concept of quality of care in institutions that serve children under 6 years of age in Fortaleza, through the Municipal Education Fortaleza, through day care centers, and offer a structural educational program to ensure the development, learning and well-being of children served. Following this line with the Municipal Education Policy Children's Municipal Education of Fortaleza, the Pedagogical Plan Early Childhood Education, this paper seeks to design a methodology that could contribute to explain the pedagogical work in childcare and prenursery (0 to 6 years). Consistent with this conception of the child, the text adopted the principles of the constructivist approach to human development, according to which knowledge is constructed by the subject through the interactions it establishes with its physical and social environment. This meaning is contrary to the ideas of advocates that knowledge is innate (inactive) or forwarded by another (empiricism), as both a delegate to the subject passive role in relation to their development and learning.