Practice teaching in early childhood education in view of the cultural-historical theory: an experience of a supervised internship

• Autor(a) principal: Saito, Heloisa Toshie Irie
• Data de Publicação: 2015
• Outros Autores: São Cyrilo, Silvana Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/28209
• topic: pedagogical practice; Childhood Education; cultural-historical theory; supervised internship.; prática pedagógica; Educação Infantil; Teoria histórico-cultural; estágio supervisionado.

 Abstract:This work has the aim to reinforce the need for systematization of teaching practice and mediation teacher in Early Childhood Education from the assumptions of the cultural-historical theory, bringing the reflection of a supervised internship experience occurred in a curriculum component called Supervised Curricular Internship in Early Childhood Education I, of course pedagogy, State University of Maringá (UEM) in the first half of the school year of 2012. This approach with supervised internship is due to the fact that we understand that it is possible to develop in students of Pedagogy reflections on the importance of a pedagogical work of excellence encompassing the education and care, thus underlining the role of good planning and appropriate and specific pedagogical mediations. As a result of these considerations we conclude that the teacher should understand that a child who is under his supervision is an active being, which already bears within itself a range of interests, desires and knowledge and, therefore, should consider them. However, the teacher should extend such knowledge, systematizing them, in order to provide opportunities for contact and exploration of knowledge historically developed so that the child can act on such knowledge and discover countless possibilities for action from the reflection on them. Furthermore, we argue it is essential to build a relationship of respect and affection for the child, interacting and participating in the development of knowledge.