(Re)existence of childhood: issues between curriculum, conceptions and pedagogical practices

• Autor(a) principal: Furtado, Ana Paula Azevedo
• Data de Publicação: 2022
• Outros Autores: Vital, Francisca Paloma Almeida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8845
• topic: Educação Infantil; Concepções; Práticas pedagógicas; Early Childhood Education; Conceptions; Pedagogical practices

This article proposes to present reflections about different conceptions present in the daily pedagogical practice with babies and very young children. Far from wanting to bring ready-made answers, the objective is the opposite, to leave concerns that help each educator to question their own conceptions and teaching action. For this, this study, which has a qualitative approach, and is developed methodologically, based on a bibliographic review, based on two different studies developed by the authors at different times and contexts of Early Childhood Education (FURTADO, 2016; FURTADO and VITAL, 2019) , relating them to other studies also instituted focusing on this stage. In these researches, evidence of ways to develop the daily pedagogical practice was found, and indications of a strong influence of the child's conception, consciously or unconsciously, were found. Thus, we propose to add to the discourses in defense of the need to maintain in a constant process of debate and updating the conceptions that, directly or indirectly, underlie the daily pedagogical practices experienced, overcoming the discourse that such reflections are already consolidated. no longer needed.