Potencialização do protagonismo infantil através do fazer docente e dos espaços pedagógicos
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Data
2022-01-10
Autores
Pedreira, Bruna Carolina
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tematiza a importância do protagonismo infantil no meio educativo, potencializado através da prática docente e dos espaços pedagógicos. Ao nos depararmos em um ambiente escolar, estamos diante de um meio que, além de disponibilizar conhecimento, é um espaço de relações entre pessoas. Portanto, a escola deve favorecer essas relações, dando condições que promovam a participação de seus alunos, que também são sujeitos portadores de conhecimento. Diante dessa inquietação, cabe problematizar a maneira de compreender o protagonismo das crianças nos espaços da Educação Infantil. Para o desenvolvimento deste trabalho foi realizado, a princípio, uma pesquisa bibliográfica no Google Acadêmico, e através de artigos selecionados elaboramos uma discussão, para assim responder o objetivo geral da pesquisa, que é compreender o conceito de protagonismo e a importância da participação ativa do professor e as condições de espaço pedagógicos como elementos fundamentais para o protagonismo infantil no processo de aprendizagem a partir de artigos acadêmicos contemplados no Google Acadêmico no período de 2016 a 2020.
This work thematizes the importance of child protagonism in the educational environment, enhanced through teaching practice and pedagogical spaces. When we find ourselves in a school environment, we are faced with an environment that, in addition to providing knowledge, is a space for relationships between people. Therefore, the school must favor these relationships, providing conditions that promote the participation of its students, who are also carriers of knowledge. Given this concern, it is worth discussing the way to understand the participation of children in the spaces of early childhood education. For the development of this work, a bibliographic search was carried out in Google Scholar and, through selected articles, we developed a discussion to answer the general objective of the research, which is to understand the concept of protagonism and the importance of teacher participation and teaching conditions as fundamental elements for children's protagonism in the learning process from academic articles included in Google Scholar in the period of 2016 to 2020.
This work thematizes the importance of child protagonism in the educational environment, enhanced through teaching practice and pedagogical spaces. When we find ourselves in a school environment, we are faced with an environment that, in addition to providing knowledge, is a space for relationships between people. Therefore, the school must favor these relationships, providing conditions that promote the participation of its students, who are also carriers of knowledge. Given this concern, it is worth discussing the way to understand the participation of children in the spaces of early childhood education. For the development of this work, a bibliographic search was carried out in Google Scholar and, through selected articles, we developed a discussion to answer the general objective of the research, which is to understand the concept of protagonism and the importance of teacher participation and teaching conditions as fundamental elements for children's protagonism in the learning process from academic articles included in Google Scholar in the period of 2016 to 2020.
Descrição
Palavras-chave
Educação infantil, Protagonismo infantil, Práticas pedagógicas, Fazer docente, Espaços pedagógicos, Early childhood education, Child protagonism, Pedagogical practices, Make a teacher, Pedagogical spaces