Princípios para a organização do ensino na educação infantil na perspectiva histórico-cultural

Abstract

In the Brazilian context, still marked by the lack of clear pedagogical understanding about "what to teach" and "how to teach" children under six years old, the present investigation had the goal of systematizing principles to the organization of teaching in early years education from the Culturalhistorical perspective. Starting from the understanding that discussing the problem of teaching organization implies to understand the nature of the early years teacher's practice, this societal practice was taken as the object of our investigation. Thus, a theoretical analysis of the teaching practice in early years education was carried out, seeking to apprehend it to beyond the pseudoconcrete transparence and its singular and particular expressions. In that sense, the analysis sought to identify the (desired) product and the essential relations of this societal practice to which early years teachers engage as agents. Experimental data to the analysis of the practice were gathered through observation in classrooms of a public early years school and also through questionnaires answered by ten teachers of that school, which was located in the suburbs of a medium city in the country side of São Paulo State-Brazil. The study was developed simultaneously with a process of continuous formation for the teachers and the school's director, which also worked as a data source. The methodological and philosophical fundamentals of the investigation derive from the Historical-dialect materialism, with emphasis on the categories of concreteness, universality, historicity and totality and on the theoretical thinking concept. From data analysis, we sought to apprehend the desired product through concrete-singular practice taken as empirical reference of the investigation and we elaborated a theoretical modeling of the teaching practice in early years education, which constituted the study unit of analysis. The model seeks to reflect the hypothesis that relations children-content-resource-conditions, understood as a system where all elements condition each other, are a possible universal (abstract) trait of the teaching practice in preschool education. The modeling showed to be a comparative analysis tool to the historical constitution analysis of preschool teaching as a social practice, which sought to identify the societal needs which determine its urge and consolidation, positioning this specific social practice in the social totality of the capitalist society. Then, the model was used as an instrument to the analysis of the practice of the school unit researched in the light of the Culturalhistorical Psychology, revealing the complexity of relations faced by early years teachers in their activity. Starting from this analysis, principles were formulated for teaching organization in early years education having as reference the practice product, the relations children-content-resourceconditions and the practice agent.

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