A experiência de crianças da pré-escola no espaço da escola de ensino fundamental

• Autor(a) principal: Carvalho, Fernando
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/3539
• topic: Educação infantil; Pré-escola; Crianças; Espaço; Ensino Fundamental

The present research has the theme of Early Childhood Education. It aims to analyze the experience of pre-school children who are inserted in the space of elementary school. For that, an empirical research of the type of case study with ethnographic inspiration was carried out. The research subjects are a group of 15 children attending preschool enrolled in a Municipal Primary School located in Tubarão, southern Santa Catarina state. As a methodological strategy, field diaries, photographic records and children's drawings were used. In the analysis, we focused on the dialogue between authors and perspectives, such as ViñaoFrago;Escolano (1998), Benjamin (1994), Pandini-Simiano (2010, 2015), André (2000) and others. As a result, it’s emphasized that space isn’t something given, natural, neutral, hence the importance of an organized space for pre-school children. It’s understood that the organization of space can expand or limit the possibilities of children's experiences in Early Childhood Education. It was observed that the materiality of the space of the room frequented by children of the preschool in elementary school is composed of large tables and chairs, few toys, and the scarcity of external spaces. The organization of time is fragmented by pedagogical activities that reduce playing time and show a kind of acceleration, which places the preschooler in the face of the students' tasks. Such a perspective leads to the understanding that the insertion of pre-school children into the school space has encouraged educational relations with schooling, thus neglecting the specificities and the rights of children to a quality Early Childhood Education. In this sense, it’s important to rethink the insertion of children in these spaces, based on the needs and desires of children, considering their own way of relating to spaces, with others and with nature.