[Re]significação da educação infantil no projeto político-pedagógico da EMEF professor Adelmo Simas Genro

Abstract

This research was developed in the line of Policies and Management of Basic Education of the Professional Master's Degree, which is part of the Postgraduate Program in Public Policies and Educational Management, at Federal University of Santa Maria (UFSM),Project is part of the studies of the of REDES/CNPq Research Group.The study was guided by the following problem: What elements contribute to the [re]signification of the Political-Pedagogical Project of Elementary County School about Early Childhood Education ( EI), from a self- dialogical (trans) formative proposal? Thus, the main goal aims to answer the question presented, understanding precisely what these elements are. The specific aims have been defined: map the scientific productions based on the state of knowledge; recognize the main public policies for quality Early Childhood Education, as well as the fundamental aspects of its historical trajectory and the conception of childhood.Promote dialogic circles at EMEF, from the perspective of self(trans)formative processes regarding Early Childhood Education in the Political-Pedagogical Project ; recognize institutional conceptions and policies of Early Childhood Education, aiming at the construction of elements for the [re]structuring of the PPP . The methodological processes are based on the qualitative approach (Flick 2013). For the dialogic process, ( Henz 2015) and the Philosophical Hermeneutics ( Hermann 2002) for analysis and comprehension of dialogicity . The analysis of documents was done according to the precepts (Gil 2002) and the research of the State of Knowledge (LUNA, 2002). The theoretical framework is organized based on legal frameworks (Kramer 2005), Imbernón (2011), Freire (1996, 2021), Rinaldi (2020) , Proença (2018), among others. As the result of the research an Educational Product was created , the guiding elements were structured from the dialogues and thoughts of the co authors: NoAiming the Early Childhood Education ; Early Childhood Education , Children, Childhood, inclusion and pedagogical proposal concepts. Time management, and materialities, as well as the child , the school and the pedagogical practice evaluation , teacher training , among others transversal themes. It was realized that the formation in context and the construction of the guiding elements through the Dialogic Circles provide the teacher ‘s self (trans) formation in the professional view. Therefore as teachers, we were (re) build and the pedagogical practices resignified in relation to each other ( Josso ,2010). The Elements will be based of the PPP restructuring . Making it possible to write a new story for the Early Childhood Education of Prof.Adelmo Simas Genro School , like in other Institutions that are guided by this Educational Product.