Das culturas das infâncias para uma educação emancipatória na educação infantil

Abstract

This study analyzed the cultures of childhood that are manifested in the daily life of a public early childhood school in the interior of Rio Grande do Sul, during pedagogical, planned and free activities in different spaces of the school by two groups of preschoolers and their respective teachers. It was a qualitative research with an ethnographic approach, based on the theoretical references of Sociology, Sociology of Childhood, Anthropology and Pedagogy in a critical dialectical perspective. As methodological procedures, writing in a field diary and photographic records of the children's productions and the school's architecture were adopted. The theoretical foundation of the research took place, mainly from the references of the sociology of childhood, not limitedto the authors of this field, establishing dialogues with authors such as Freire, Vygotsky and other scholars. The analyzes and interpretations of the units of analysis revealed that even in the most directed situations in the different spaces of the EMEI, children build their own modes of organization, resisting adult-centric impositions. An emancipatory education permeates the activities that contemplate and prioritize play as a curriculum of early childhood education, which is the greatest manifestation and production of cultures from childhood. The final considerations point to the urgency of a better understanding of a curriculum that promotes the effective participation of children and that is not linked to commemorative dates, but rather prioritizes childhood cultures and their socio-cultural context. [resumo fornecido pelo autor]