A Educação Infantil Pré-Escolar no Município de Toledo/PR em tempos de Medicalização da Infância: Reflexões à luz da Psicologia Histórico Cultural

Abstract

Within the scope of early childhood education, in the search for knowledge of human development, we understand in the light of cultural historical psychology and critical historical pedagogy that humanization can only be realized when, in contact with the objective and humanized world, transformed by the real activity of other generations and through the relationship with other men, man learns to be man (LEONTIEV, 1978). Concerning the stage of Early Childhood Education - Preschool, this research identified and analyzed the concrete and historical relations with which the phenomenon of medication is presented in the municipality of Toledo, Paraná, as well as its relationship to the practices aimed at maximum human development in childhood in Preschool classrooms. This study aimed to signify, through the analysis of the observations and referrals made to the health field, the occurrence or not of a certain hastening in the psychic development of the child, embarked on a movement of technological progress or, still, concerned that, with the anticipation of learning in Elementary School in Children's Education, they are biologizing the development of higher psychological functions. The research is focused on the dialectics of human development and on how children engender and signify the world around them, based on the foundations that guide cultural-historical psychology. The methodology of the research includes the bibliographic review, with the use of scientific journals already published, as well as the documental analysis in the survey of data in the files of the pre-school students referred to the health areas by teachers and psychopedagogues of the Toledo municipal education system; also, semi-structured interviews with teachers of the Toledo municipal system who work in pre-school education. The interviews and documents presented denote the understanding that professionals responsible for early childhood education have of this period of development that their students have, and the relationship of humanization of this subject, with their performance / pedagogical mediation, presenting in large part, in their considerations a great concern with the family routine that is presented at the time also with the way the content has been worked in the previous stages of early childhood education.