Relações na escola da infância: perspectivas teóricas e didático-pedagógicas

• Autor(a) principal: Ribeiro, Aline Escobar Magalhães
• Data de Publicação: 2013
• Outros Autores: Lima, Elieuza Aparecida de [UNESP], Valiengo, Amanda [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://periodicos.puc-campinas.edu.br/seer/index.php/reveducacao/article/view/2023; http://hdl.handle.net/11449/114865
• topic: Criança; educação infantil; Enfoque Histórico-Cultural; Escola Infantil; Relações Educativas

This article portrays pathways and studies, arising from research already completed on relationships that constitute the process of appropriation-objectification of the world of human culture by the child at the School for Children, under the gaze of Historical-Cultural Approach. The studies had been configured in accord with a theoretical look that understands the relations as propeller of the humanization process and the child as capable to learn since very small. Initially, there is deepening of theoretical issues concerning the regularities of human development between three and six years old, based on the propositions of the Historical-Cultural Approach. Subsequently, it presents results of the routes methodological that integrated observation sessions of educational practice in schools in early childhood education, involving the relationship between children, adults and objects, as well as sessions of designs and semi-structured interviews with the children. These results show the resulting analysis of the pedagogical implications of the propositions of the HistoricalCultural Approach about the humanization process, mediation and activity.