Didática para a Educação Infantil: implicações do materialismo histórico dialético e da Teoria Histórico-Cultural

• Autor(a) principal: Castro, Rosane Michelli de [UNESP]
• Data de Publicação: 2012
• Outros Autores: Lima, Elieuza Aparecida de [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://educa.fcc.org.br/pdf/de/v12n35/v12n35a07.pdf; http://hdl.handle.net/11449/115010
• topic: Educação; Didática; educação infantil

In this article, we discuss the contributions of Didactics for intentional pedagogical action of teachers devoted to children education. In this sense, we initially say to be essential the reflections which aim to search for foundations focused on the mobilization of future teachers for the action-reflection-action about the educational phenomena, aiming at the unveiling, with rigor and objectivity, of its multiple determinations within the capitalist relations . We believe that such unveiling is only possible in the light of a world view, a method and a praxis constituted in unison with historical materialism and its dialectic. Afterwards, we reflect on some of the principles of the Historical-Cultural Theory to understand of the active and mediator role teachers have in the process of humanization of young children and contributions of dialectical materialism to this reflection. Finally are detailed some aspects of a Didactics focused on training teachers for Children and early elementary school years’ education, which have guided our actions as teachers of the Pedagogy Course and reiterated by teachers’ narratives about their experience both in life and teaching, in search of new systematization modes, targeting an educational praxis due to the redefinition (theorization) and on the teaching practice by its very subjects.