Datas comemorativas na educação infantil: dilemas e ambiguidades da prática

• Autor(a) principal: Nascimento, Priscila Mendes do
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/16899
• topic: datas comemorativas; Educação infantil; Pedagogia participativa; Commemorative dates; Early childhood education; Participatory pedagogy; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present research seeks to know, comprehend and disseminate the stance of early childhood education teachers in Sorocaba-SP regarding the role of commemorative dates in early childhood education today. For that, it was necessary, based on a qualitative methodology, to carry out three types of research: bibliographic, since it was necessary to consult academic texts about the researched subjects; exploratory, since the research was carried out with teachers; and documentary, as official documents that guide the work developed in early childhood education were consulted. The bibliography was based on authors such as Ostetto, Oliveira-Formosinho and Maia, among others. Among the documents consulted, we were mainly based on the National Curriculum Guidelines for Early Childhood Education (Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEIs). We started the reflection from a resumption of the objectives of the Traditional Pedagogy in contrast to those of the Participatory Pedagogy, understanding that the definition of child brought by the DCNEIs is in line with the objectives of the second. We turn our gaze to the presence of commemorative dates in Brazilian education, in addition to discussing curriculum and planning in early childhood education based on the use of commemorative dates. The research took place remotely and anonymously, where we obtained data about the participating teachers on their training, how long they have been working on the field and their stance regarding the theme of commemorative dates in early childhood education. From the reading, categorization and analysis of the data, we understand that most of the participating teachers consider the pedagogical work from commemorative dates in early childhood education to be important. The data obtained and analyzed indicate that there is a need for greater reflection on the pedagogical work carried out in early childhood education when it comes to basing it on commemorative dates, not only by the teachers, but by the entire school community linked to early childhood education.