Pedagogia de projetos na educação infantil: os significados na organização do espaço escolar

Abstract

This research was developed in the Master's Program in Education from the “Universidade do Oeste Paulista”, linked to research line 1: Public Policies in Education, Formative Processes and Diversity, it`s object of study was the Project Pedagogy and its contributions to the organization of the school space in the Early Childhood Education. Pedagogical studies have discussed the contributions of different teaching and learning methodologies to the formation of an active, critical, reflective and autonomous student. The principles of a traditionalist pedagogy, centered on the figure of a teacher with knowledge and the passivity of the student, no longer correspond to the current demands of education. In this sense, the objective was to analyze how Project Pedagogy contributes to the organization of a student-centered early childhood education space, turning it into a more interactive and dynamic perspective for all. Specifically the main goal was to: Verify how project work contributes to the whole formation of students; Identify how the development of project activities enables a humanizing, emancipatory and inclusive perspective and analyze the use of projects in a meaningful learning in the field of early childhood education. The research had a qualitative approach with nuances of case study, since the environment researched was a private school that began the practice of pedagogical work with projects in 2017. Data collection was performed through thematization of the practice. THERE WERE 5 (five) teachers who volunteered to be part of the research and 82 students of kindergarten in the grades in which the project activities were developed. This procedure consisted of the proposition of analysis of the didactic activities proposed by the teachers, seeking to study the theories and understanding the necessary interventions throughout the process. As a methodological contribution the perceptions of teachers, students and the researcher were also analyzed, in a reflexive triangulation, through a set of thematic axes arranged in 4 C's - In Portuguese- (Context, Curriculum, Composition and Sharing). It is concluded that the analysis of working with projects gives meaning to the new possibilities of organization of the school space in the scope of early childhood education.