Turmas multi-idades na educação infantil: narrativas de experiências da formação inicial em Pedagogia

Abstract

This study refers to the Course Conclusion Paper (TCC) undergraduate Pedagogy course, full degree (night), Federal University of Santa Maria (UFSM), and has as its theme the Multi-Age Classes in Early Childhood Education: narratives of experiences of the initial formation in Pedagogy. It aims to understand the possibilities of acting in a multi-age class in early childhood education in view of the concomitant process of initial education of a pedagogue. The methodology used to develop this study is a qualitative narratives of the formation approach, the collected data were the theoretical reference of the multi-age proposal in early childhood education; Teacher Education in Early Childhood Education; Approach in Reggio Emilia and Ipê Amarelo Early Childhood Education Unit (UEIIA); Photo records of the Supervised Extracurricular and Curriculum Internships in Early Childhood Education in the Blue Class of the Ipê Amarelo Early Childhood Education Unit (UEIIA), and reports of experiences of the practices experienced during her role as scholarship student and intern in a multi-age class in UEIIA, having as research subjects the educators and children of the Blue class. To support this study were used as theoretical references the studies by Freire (1997), Mata (2015), Mello; Cancian; Gallina (org.), 2017, Nóvoa (2011), Prado (2015), Rinaldi (2017), among others. The study points to the pedagogical proposal with multi-age classes developed in the Ipê Amarelo Early Childhood Education Unit, an investigation of the possibilities of the pedagogical proposal with multi-age classes from theoretical references that address the theme and the reflection on the possibilities in the lived practice. as a scholarship student and intern in a multi-age class at the Ipê Amarelo Early Childhood Education Unit. Thus, it was found that the curricular and extracurricular internships only add to the initial formation of students in Pedagogy, establishing interactions between theory and practice in the construction of being a teacher in early childhood education.