A gestão pedagógica em turmas multi-idades na educação infantil

Abstract

This Conclusion Work for the Pedagogy Course addresses the theme of multi-age classes, which are composed of children of heterogeneous age group. The main objective was to research pedagogical management in the context of multi-age classes in Early Childhood Education. The theoretical framework that guided the proposal was Flick (2008); Fernandes (2015); Guimarães (2005); Lopes (2005); Nóvoa (1997); Pereira (2018); Prado (2007-2012-2016); Rosário (2014); Tardif (2007); Vygotsky (1987); Werle and Ahmad (2011). The methodology that supported this research was the qualitative approach, with a field research at the Child Education Unit Ipê Amarelo. For the investigation of this scenario, the methodological instrument of the questionnaire by e-mail was used, which was answered by the sampling of the subjects of the school and the analysis of the data was through the methodological triangulation. The methodological triangulation provided the construction of three categories of the research results: challenges of teacher training aimed at their pedagogical practice, in this axis the importance of professional training and teaching knowledge in pedagogical management is perceived; the specificities of each child in the construction of the multiethnic perspective / space, in this pillar the protagonism of the child stands out in the shared management of the classes; and the moments of sharing experiences, in this category the relevance of professional interactions is understood for the excellence of the management of multiethnic groups. Finally, it is clear that the pedagogical management carried out by the unit and by the teacher in a regime shared with the children, contributes to the integral development of the children.