A complexificação de conhecimentos de crianças, na educação infantil: um estudo de caso

Abstract

Child Education, as a constituent stage of Basic Education, still lacks definitions, among which are those related to its curricular proposal, especially for the relation between the concepts arising from the child's experiences and those of a scientific nature. This dissertation aims to recognize and analyze actions that, through the teacher's intervention teacher and through the process of interaction and collaboration between children, making possible a constitution and a complexation of conceptual systems in Early Childhood Education. The guiding question of the research that sustains this exposition has the following formulation: through what actions are the concept systems constituted and complexed in the process of interaction and collaboration among children and by the intervention of the teacher in Early Childhood Education? From a qualitative approach, this study has an exploratory character, benefiting from elements of grounded research and case study and is guided by the principles of microgenetic analysis. It was used observation, video recording, production of field notes and transcription of classes in groups of Pre-School I and Pre-School II of a School of Early Childhood Education of the public network of Passo Fundo. The research is based on the Cultural-Historical Theory, especially the studies of Vygotsky (2007, 2009) on learning and development and on the elaboration of concepts in the child and the vigotskian thesis according to which the access to the scientific concept in its relation with the systems concepts is a condition for the (re) signification and sophistication of knowledge, which are realized through awareness and arbitrariness. Based on this theory, four principles can be used to understand interaction situations involving the child, teacher and knowledge: to make known to the teacher the knowledge already elaborated by the children, so that their intervention is planned with a view to the production of new knowledge; To establish a relationship between knowledge that children already possess and a scientific concept; Complexify knowledge by expanding vocabulary; And create a space that allows the child to elaborate their knowledge in a process of interaction and cooperation. It is considered the processes of systematization and institutionalization exposed by Brousseau (2008) and by Lerner (2004), Dickel, Laimer and Scartazzini (2016) and Freire (2014) as fundamental strategies in a curriculum in which children's voices win legitimacy. It is important to emphasize that Early Childhood Education is an essential moment for the integral formation of the child and has, through the intervention of the teacher, the commitment to give them voice and time, to create opportunities so that, in the activity, children can learn and develop cognitively and affectively, in an increasingly sophisticated way, in dialogue with culture. As intelligent interlocutors, children have their place in the consolidation of a curricular proposal that favors the incorporation of their manifestations, their experiences and interpretations about the world. By offering some contributions to the field of Early Childhood Education, especially with regard to the curricular aspects and the incorporation of children's verbal language into pedagogical planning, the results pointed out that the actions informed by the principles elaborated on the basis of Historical-Cultural Theory, listening , The institution of questions, the process of systematization and institutionalization are indicators of how the systems of concepts are constituted and complex in the various situations of interaction, involving the intervention of the teacher and collaboration among the children.