The historical-cultural theory as a possibility for the thinking and acting in the early childhood education: the triple protagonism between the child, the teacher and the culture

• Autor(a) principal: Marques de Souza, Regina Aparecida
• Data de Publicação: 2018
• Outros Autores: Gonzaga Rosa de Oliveira, Nair Terezinha, Salles da Cruz, Lene Cristina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zero-a-seis
• Texto Completo: https://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n38p322

In view of the small child and adequacy in the practices of the teachers of EarlyChildhood Education, in this text, we list some reflections on the care of children and children inthe scope of public policies, with objective of discussing the child's protagonism, of the teacher and of the culture, as possibilities in thinking and acting teacher. The methodology is qualitative, with bibliographical and documental focus and of field. We presented a theoretical base that can contribute with the (the) teachers’ (the) pedagogic practices that act with the zero children up to six years. The text was organized in agreement with the perspective of the historical-cultural theory that explains the human development starting from the social and cultural determinations. The results indicate that, through the historical-cultural theory, it is possible to develop the culture written with the small child, respecting his/her age and their specificities. We emphasized that we are not here defending the literacy in the infantile education, but the oral language and writing, articulate with the other languages.