Educação infantil e didática: considerações a partir da pedagogia histórico-crítica

• Autor(a) principal: Soares, Luciana Pimentel Rhodes Gonçalves
• Data de Publicação: 2024
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/18145
• topic: Pedagogia histórico-crítica; Ensino; Aprendizagem; Educação

This research focuses on didactics in Early Childhood Education, based on the assumptions of the historical-critical pedagogical theory, which conceives the educational process as an intentional act within social practice. Given the fact that didactics is not present in most studies on this educational stage and that, in general, it is marked by a superficial analysis of the educational phenomenon, it is evident that the denial of teaching in the first stage of basic education is directly related to the devaluation of the school. Thus, it is argued that, in addition to children being denied the right to appropriate historical achievements, hegemonic pedagogies - which in Early Childhood Education support a romanticized idea of childhood, expressed in the pedagogy of childhood, tributary to the pedagogies of "learning to learn" - do not provide teachers with the theoretical and practical tools necessary to face educational challenges. In this way, this study defends that historical-critical didactics is a decisive aspect of the organization of pedagogical work in this initial phase of the educational process. The thesis defended is that the qualification of teaching and learning, in Early Childhood Education, as in other stages, levels, and modalities of school education, is conditioned to a didactic organization that guarantees students the appropriation of scientific, artistic, and philosophical knowledge. The general objective of this research is to defend the school form for Early Childhood Education, highlighting specific didactic aspects for this stage of basic education, based on the assumptions of the historical-critical pedagogy. To this end, the specific objectives are: a) to explain the historical constitution of Early Childhood Education in Brazil and the process of dismantling didactics at this stage of schooling, operated by hegemonic pedagogies; b) to demonstrate the links between teaching and development, with a focus on Early Childhood Education, and historical-critical didactics as a decisive condition for a formative process in its maximum possibilities. The procedural choice corresponds to theoretical-conceptual and bibliographic research, from which the object of investigation is analyzed in articulation with the research carried out in recent years on the subject, thus situating it in the set of theoretical production in general and of historical-critical pedagogy. The analyzes developed have as a reference the foundations of the historical-dialectical materialist method, the philosophical and methodological basis of historical-critical pedagogy. It is concluded that it is still necessary to claim for the early childhood school education the teaching and that historical-critical didactics is decisive for the qualification of pedagogical practices, which contributes to the defense of the specific pedagogical nature of the school in order to guarantee the socialization of systematized knowledge, confronting attempts to devalue school knowledge.