A aula de campo na educação infantil como estratégia didática para a contextualização da educação.

Abstract

This work is part of the research line Teaching and Learning Processes and Didactics of Specific Contents in Contextualized Education, of the Specialization Course in Contextualized Education for Coexistence with the Semiarid Region, of the Center for Sustainable Development of the Semiarid Region, Federal University of Campina Grande . Its object of study consisted in the perception of Kindergarten teachers about the Field Class as a didactic strategy to contextualize the Teaching. In this perspective, we place ourselves as a general objective: to analyze how Early Childhood Education teachers understand the field class as a didactic strategy for contextualizing knowledge. Specifically, our objectives were: To identify in the municipality's curricular proposal if, and how, it incorporates the contextualization of Education as a principle and methodology; identifying in the perception of Education teachers how the curricular proposal by field of experience allows for contextualization. Based on these objectives, our research questions were: Does the Curriculum Proposal for Early Childhood Education in the Municipality of São João do Tigre incorporate contextualization as a principle and foundation? Has the curricular proposal by Field of Experience enabled this contextualization? Do the teachers understand the field class as a didactic strategy for contextualization? Thus, we adopted as central concepts of the research: Early Childhood Education (Kulman, 2003; LDB, 1996); Curriculum by Field of Experience (SACRISTAN, 1999; SILVA, 1996); Contextualization of Education (REIS, 2010; MARTINS, 2006); Field Class (ANASTASIOU E ALVES, 2004); Didactic Strategy (BARDIM, 2011). The qualitative approach (MINAYO, 2010) guided the study of the documental type with the analysis of documents from the Early Childhood Education policy and descriptive by listening to the teachers' speech to identify their view on the field class, the contextualization of education and the curriculum by field of experience. The research had as empirical field the municipality of São João do Tigre in Cariri Paraibano and as collaborating subjects the teachers of Early Childhood Education from the Municipal Public Network. As a result, we identified that: the curricular proposal of the municipality, based on the study of the fields of experience, enables the use of themes that favor the contextualization of early childhood education using the field class as a tool. However, this practice is not included in routine planning, they only happen in the development of didactic projects, that is, with eventuality. Finally, the research enabled discoveries and learning and new perspectives for teachers in relation to interdisciplinary work, highlighting the relevant importance of the insertion of nonconventional classes for everyday school life.