Encanto e coerência: a infância construindo pontes entre Reggio Emilia e a política para a educação infantil no município de São Paulo

• Autor(a) principal: Silva, Vilma Justina da
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/19570
• topic: Infância; Educação Infantil; Currículo Integrador; Childhood; Child education; Integrator Curriculum; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

What are the contributions of Reggio Emilia educational approach to the curriculum of early childhood education? What is the curriculum proposed for the care of children of 4 (four) and (5) five years old, based on the mandatory admission to public schools in São Paulo? The overall objective of the research results from the context of its investigation: to analyze the proposal of the Integrator Curriculum for the children of São Paulo, based on the possible influences and inspirations of the curriculum for the Reggio Emilia children schools. The conceptual theoretical basis on the discussion of Curriculum, childhood education in São Paulo, and the educational approach to children of Reggio Emilia schools, was based on the studies of some experts authors in childhood education, which has contributed to the conception of a protagonist child, that owns its culture and the “hundred” languages. Publications of the Ministry of Education and the Municipal Secretary of São Paulo Education and the Statute for schools and early childhood care centers for the children of the commune of Reggio Emilia complement the theoretical foundation. The chosen methodological approach for this dissertation includes qualitative research, of bibliographical and documentary analysis. The date analyzed shows that it is possible to establish connections between both contexts, when it comes to principles, concepts and values. Therefore, it is possible to affirm that is a major challenge that the Public Early Childhood Education Policies become "Public Policies for Children" and the pedagogy of listening and of relations has much to contribute in building a curriculum that considers the child and its entirety