O protagonismo das crianças no processo educativo-pedagógico da pré-escola

Abstract

This text presents the results and analyzes resulting from the research “The protagonism of children in the educational-pedagogical process of preschool”, presented as a subproject linked to the project “Public Policies and Childhood Education in Goiás: history, conceptions, projects and practices, developed by the “Studies and Research Center on Childhood and its Education in Different Contexts, at the Faculty of Education of the Federal University of Goiás (NEPIEC/FE/UFG). It is also linked to the line of research “Training, Teaching Professionalization and Educational Work” of the Postgraduate Program in Education (PPGE/ FE/ UFG). The research, anchored in historical-dialectical materialism, had as its central question: the protagonism of children in the educational-pedagogical process of preschool. In this way, through an ethnographic study, we sought to analyze the performance of four and five years old children in daily practices of an educational-pedagogical character, highlighting those in which there were expressions of child protagonism. The locus of the research was one of the clusters of a Municipal Center of Early Childhood Education, located in the city of Trindade, in the state of Goiás. The data collected in the empirical stage revealed that, even in the midst of many tensions and contradictions, there are manifestations and expressions of protagonism children, especially when the environments are playful, in which children are able to dialogue, decide, intervene, choose, suggest and indicate paths for solutions to individual or collective situations. In social relationships/interactions, in the formal educational context, children demonstrated their protagonism through their insurgencies by transgressing, resisting or even subverting what was planned and established in the routine. Thus, they directly interfere in the teacher's pedagogical proposal, giving new meaning to the activities and even their meaning. Regarding the work for the development of the protagonist child, there was a process initiated, still embryonic, a collective work that needs to be fostered in the light of one's own praxis, with analysis, deepening and theoretical-practical clarity of conceptions which engender educational practices daily pedagogies. Furthermore, it was seen that it is necessary to involve children as active participants in political, pedagogical and aesthetic processes, as well it was understood that planning and organization are essential, thinking about the educational and social context and cooperating with the activities of collective life. So, we concluded that children can and should be social authors in the construction of their own knowledge, stories and cultures, which have demonstrated great potential to collaborate with the educational-pedagogical processes of the educational institution.