PRELIMINARY PROPOSITIONS FOR THE ORGANIZATION OF PRESCHOOL TEACHING

• Autor(a) principal: Barbosa, Eliza Maria [UNESP]
• Data de Publicação: 2021
• Outros Autores: Silva, Janaina Cassiano
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• DOI: 10.22633/rpge.v25i1.14206
• Texto Completo: http://dx.doi.org/10.22633/rpge.v25i1.14206; http://hdl.handle.net/11449/209337
• topic: Early childhood education; Cultural-historical psychology; Teaching; Educational practices

In this work we present the results of a research whose objective was to reveal the contents taught to preschool children in the public school in a city in the interior of the state of Sao Paulo. Eleven institutions participated in the study, with thirty-six classes of children aged four and thirty-two classes of children aged five. Seventy-two activities developed by fourth-stage teachers and sixty-four by fifth teachers were observed. The theoretical-methodological assumption is based on historical-dialectical materialism. This assumption makes up part of the theoretical syntheses of Cultural-Historical Psychology and Historical-Critical Pedagogy, which were also taken in this research as foundations. The results indicate that the contents taught to children are concentrated on concepts from different areas of knowledge, without simultaneously observing the teaching of contents whose objective is to promote the development of new habits, motor skills, perceptual, mnemonic, among others.