O planejamento das rotinas diárias nas ações pedagógicas na Educação Infantil: a indissociabilidade entre educar, cuidar e brincar

• Autor(a) principal: Oliveira, Francisca Edneide Cesario de
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41906
• topic: Rotina pedagógica; Educação Infantil; Educar-cuidar-brincar; Pedagogical routine; Early childhood education; Educating-caring-playing; Educação

The pedagogical routine of an educator happens through a sequence of actions, or of a set of associated procedures, which should not cease with practice, but to favor the professor a sharp reflection on the classroom reality. The flexibility of this practice favors the development of a child's learning in a dynamic and innovative way, approaching the teaching, caring, and playing in a indissoluble way of the educational action. Therefore, the present study attempted to make a discussion on the planning of daily routines in the pedagogical actions in early childhood education, in indissociability perspective between educating, caring and playing. The aim was to analyze the contributions of pedagogical routine, identifying it as an important tool for teaching and learning of early childhood education process, considering the relationship between the educating-caring-playing. Thus, the research problem is to know: What are the contributions of the pedagogical routine planning in/to the development of the action of the teaching-learning process of children from kindergarten? As the pedagogical routine of kindergarten teachers involves the triad educating-caring-playing, it was found that the importance of a planned and organized routine from pedagogical practices that favor the process of learning of kindergarten children is part of the teacher's understanding. Also, it was apparent that there is the recognition, by these subjects, that a pedagogical routine guided by the caring-educating-playing triad makes learning more pleasurable and meaningful, introducing new challenges so that children can seek knowledge and start building their own autonomy. However, this understanding is presented more in theory and less in practice. When conducting the study aiming to analyze the contributions of pedagogical routine at the Municipal School Alexandre Nonato Fernandes, it was possible to identify that perpetuates a theoretical knowledge that allows to consider the routine as an important tool for teaching and learning of early childhood education process, able to guide the relationship between educating-caring-playing. But it is not what happens in practice. During the stage of observation, it was evident the absence of a systematic routine and that this institution does not have a planned and organized routine. Therefore the pedagogical routine at this educational institution needs to be rethought and planned from pedagogical practices that favor the process of learning from kindergarten child, in a way that involves caring, playing and educating in the time and space of each one, making learning more pleasurable and meaningful. Thus, one can infer that the teachers need to devise a clearer planning of routines and a goal that favors the teaching-learning process. Since it is through the routines that the teacher organizes his lessons, systematizes content, didactic resources and methodology. The development of this research made it possible to reflect on the relevance of classroom routine planning in early childhood education, its importance in the development of children through the practice of educating, caring and playing, and still notice how the routine should be inserted in the educational environment as a favoring instrument of learning in early childhood education.