PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES

Abstract

The legal advances that contemplate the education of young children have marked the last decades, but they still face difficulties for implementation, especially with regard to pedagogical practices and the organization of physical spaces, which impact on a quality early childhood education that excels in human and emancipatory. The general objective of the study was to explain the development of the project for the implementation of environmental rooms for the preschool, identifying possibilities, challenges and difficulties encountered by teachers. As specific objectives we seek to make explicit the functions and objectives of Early Childhood Education according to the guiding documents in the area; recognize the role of physical space in achieving pedagogical goals based on interactions and games; to present the planning and execution trajectory of the reorganization of the pre-school proposal in a municipality in Paraná and; to analyze how this change has impacted on the pedagogical practice of teachers regarding work in preschool, identifying positive points, challenges and difficulties. The theoretical basis of this work is anchored in the studies of Sommerbalder (2017), Guimarães (2011), Franco (2016), Côco (2018), Fochi (2016), Oliveira Formosinho and Formosinho (2017), Corsino (2010), Dornelles (2001), Barbosa (2009), among others who discuss the organization of pedagogical work with children from 0 to 6 years old, reflecting on routines, playing, the inseparability between care and education and teaching in Early Childhood Education. Also Tuan (2013), Horn (2001, 2007), Hermann (2005), Edwards, Formann and Gandini (1999), Hoyuelos (2006), Forneiro (1998), Borges (2016), Farias and Salles (2012), which address the organization of spaces and their transformation into environments, among other researchers. As for the methodology, it is a qualitative research, which started from a bibliographic study and field research with participant action and an interview with professionals in a Municipal Center for Early Childhood Education in the City of Mangueirinha, Paraná. The organization of Early Childhood Education is based on the legal principles and guiding documents, which highlight the importance of the proper structuring of the physical space and how, considering the relationships established, we have the concept of environment. In this sense, spaces-environments are considered structural elements, due to their aesthetic and formative dimension, directly involved in the education of children. The challenge presented and shared was to design and organize the preschool from its space to a work proposal that considers the specificities of young children. From the point of view of the professionals working in this endeavor, there was a recurrent need in the subjects' speeches for continuing education that problematized the challenges of thinking about the education of 4 and 5-year-old children, being equally important investment in structuring spaces, acquisition materials that promote a more autonomous, participatory and human formation in Early Childhood Education. Explaining the way in which the proposal was conceived, implemented and the initial challenges experienced by the professionals reveals that it is possible to think of the preschool in a different way, committed to the quality of the education offered.