Educação infantil: o lugar do aprender no campo.

Abstract

This text deals with the importance of teaching strategies in early childhood education at the Campo school. The research emerges from the direct observation of the author, that the educational experiences of children in the field in early childhood education is a fertile ground for thinking about overcoming the early mechanicism of early childhood education. We will address these issues by thinking of "field education", "early childhood education" and "teacher training". Our starting question is: What are the teaching strategies worked in Early Childhood Education in a school in the municipality of São João do Rio do Peixe, in the Sertão of Paraíba? We assume that the adoption of open pedagogical practices centered on creativity and autonomy with the diversity of the expression of art as a didactic instrument makes teaching pleasant and efficient for the children of Campo. Therefore, we perceive the need to identify the teaching strategies and their affective and cognitive impact in the learning of children of pre-school education residing in the Field. The study is based on the phenomenological-hermeneutic perspective, considering the intention of interpretation and understanding of the specific phenomenon of teaching. Thus, for the development of the research we will use the field research with the use of semistructured interview for the teacher and the test of design, applied to the children's education students. We hope to contribute to the discussions on teacher education and its view on early childhood education in the Field.