O papel da rotina na organização do cotidiano da educação infantil
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Data
2021-06-07
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Universidade Federal de Goiás
Resumo
Routine is understood as a pedagogical category of early childhood education, which
organizes daily collective life in environments such as day care centers or preschools. All those
activities that are recurrent or reiterative in collective daily life are part of the routines. They don't
have to be repetitive, that is, done the same every day. The routines in its constitution make use of
elements that enable its manifestation, such as the organization of the environment, the uses of
time, the selection and proposition of activities and the selection and construction of materials
(BARBOSA, 2006). These elements prescribe the routines and define the way they should be thought, so they are used as standardizers of the pedagogical routines. Thus, the general objective
of this study was to investigate the role of routine in the organization of daily life in early
childhood education, in the specific objectives, we seek: to understand routines in early childhood
education as a pedagogical category; understand the institutionalization process of childhood
education and identify how standardized pedagogical routines were established and what would be
the paths to rethink them. In this meaning, I emphasize the importance of this study for
understanding the role of routine in the organization of daily life in early childhood education,
considering the relevance of the theme in supporting new studies and enabling reflection on the
role of routine in the context of children who attend the day care centers and preschools. The
investigation followed the qualitative approach, being developed through bibliographic research.
For the theoretical construction of this study we had the contributions of Bezerra (2019); Barbosa
(2006); Brazil (1990, 1996, 2010); Goiânia (2014); Oliveira (2005); Rodrigues (2009) and Siqueira
and Borges (2020). We conclude throughout the investigation that the routine is responsible for the
organization of the daily pedagogical work of early childhood education institutions, and that it
plays a controlling, regulating and normalizing role of the pedagogical activities of the day-to-day;
bring the situations of intimacy of people from private life to public life; are facilitators of the
construction of the categories of time and space; are curricular filters, as well as represent the
rituals of early childhood education institutions. The study also indicated to us elements for
rethinking pedagogical routines, which are sometimes homogenized, repetitive, closed and
conducive to alienation. This happens when routines are not discussed, questioned and analyzed by
early childhood education educators together with children and educational staff of institutions.
Thus, the research pointed out that it is essential that routines be flexible, innovative and open to
change whenever there is a need for learning and development of children, so that the routine does
not become something uninteresting and boring to experience in the school routine.
Descrição
Palavras-chave
Rotina, Cotidiano, Educação infantil, Organização pedagógica
Citação
OLIVEIRA, Mikaelly Ferraz de. O papel da rotina na organização do cotidiano da educação infantil. 2021. 42 f. Trabalho de Conclusão de Curso (Graduação) – Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2021.