Concepções de criança e infância: percepções de educadoras da Educação Infantil do município de São José de Piranhas-PB.

Abstract

Children's grace, innocence and fragility were not always aspects of great appreciation or interest in the adult world. Reality that was converted from new conceptions and perceptions about the child and his childhood. In this sense, this study reflects the historical path of child recognition, linked to the notions of childhood, as a process that collaborated to establish specificities and differentiated practices in early childhood education. For this purpose, we seek to answer the following problematizing question: how can teachers' perceptions about children and childhood guide the implementation of educational practices that take into account the particularities of children? Thus, the general objective of the work is to analyze the conceptions of children and childhood from the perceptions of Early Childhood Education educators in the municipality of São José de Piranhas-PB. As specific objectives, reflect on the conceptions and the social role of the child in the historical context, from the 13th to the 21st century; discuss children's ideas and care for them, in official documents; as well as understanding the educational processes of children in Early Childhood Education in Brazil. To meet these objectives, the study involved reflection on the concepts theorized by classic authors of education and pedagogy, in which the works of Rousseau (2004), Dewey (2002), Montessori (undated), in addition to Froebel through their interpreters; as well as works by authors such as Ariès (1986), Bujes (2001), Fernandes (2018), Kishimoto and Pinazza (2007), Kuhlmann Júnior (2010), Postman (1999), among others, and institutional and official documents, such as the 1996 National Education Guidelines and Bases Law (LDB – Law nº 9.394/96), the 1998 National Curriculum Guidelines for Early Childhood Education (RCNEI), the 2009 National Curriculum Guidelines for Early Childhood Education (DCNEI) and the 2018 National Common Curriculum Base (BNCC). Thus, the methodological path of the research is characterized by being a study of a qualitative nature, with the objective of exploratory analysis of the object, behaving as methodological procedures: the reading of classic works of education and pedagogy, the bibliographic review, the examination of sources documents and the application of the questionnaire data collection instrument. Thus, based on data analysis, it is expected to understand the importance of recognizing the specificities of the child's world, as this knowledge may influence the way of involving children in educational relationships that promote access to culture, playfulness, education, the triad relation caring, educating and playing and development of their skills, always respecting their individualities and subjectivities.