PROJECTS IN EARLY CHILDHOOD EDUCATION: CHALLENGES, PRACTISES AND PROPOSITIONS OF A PEDAGOGY
Early Childhood Education; Listening to Children; Federal District; Projects; Childhood pedagogy
This dissertation has the general aim of understanding the use, that has been made, of projects in Early Childhood Education and their conceptions and practices, through actions evidenced in an Early Childhood Education Center (CEI), of the State Department of Education of the District Federal (SEEDF). To this end, it was divided into three specific intentions, which look for to specify what is characterized as projects in Early Childhood Education, from a perspective of childhood pedagogy; passing through the guidelines on working with projects, which the SEEDF has directed to the Early Childhood Education units; ending with the analysis of teachers reports of the first stage about their practice with children projects. The methodology being used is qualitative research and is based on praxeological research (Formosinho, 2016), relying on bibliographical and documental survey, semistructured interview with the participants, talking circles and participant observation with voice recording and field diary. The people involved are teachers, the coordinator, and the principle of CEI. It was noticed that from the moment a subject for the project is indicated until the moment it is formulated and, finally, how it is carried out with the children, its construction goes through a complex process of diversified, understandings, which affects teacher training and pedagogical coordination. There is an understanding that children should be participants in the process of building a project, but there are challenges in practice that allow for effective listening and participation of children