A organização do trabalho pedagógico para crianças de dois e três anos de idade à luz da pedagogia histórico-criítica

Abstract

The present research is dedicated to proposing methodological elements for pedagogical and intentional planning, with children aged two and three, based on Historical-Critical Pedagogy. Starting from the idea that childhood is a privileged moment for the child's learning and development, and that these processes need to overcome everyday practices towards theorganization of educational actions that mediate and promote the maximum possibilities of development, the essentiality is reiterated. to organize a pedagogical practice based on theory and that articulates between school contents and the most appropriate ways for young children to learn. Over the years, Early Childhood Education has achieved significant achievements regarding pedagogical work by researchers in the area of Historical-Cultural Psychology and Historical-Critical Pedagogy, however, much still needs to be advanced, especially when the focus is the intentional action of the teacher. through scientific, artistic and philosophical knowledge, overcoming tacit knowledge and aiming at the democratization of quality early childhood education and guaranteeing the socialization of knowledge. In view of this, and from the general objective of the research already listed, we highlight as specific objectives: a) describe the main elements of Historical-Cultural Psychology and Historical-Critical Pedagogy to support the intentional pedagogical work; b) systematize the main elements for the organization of pedagogical planning for two and three year olds from the perspective of Historical-Critical Pedagogy; c) to elaborate didactic propositions to support the teaching action in the teaching of two and three year olds based on Historical-Critical Pedagogy. The first chapter was intended to clarify the theoretical and methodological foundations for pedagogical work with two and three-year-old children, highlighting the essentiality of overcoming a naturalizing teaching, promoting the appropriation of scientific concepts through intentional teaching, with emphasis on the promotion of higher psychic functions, perception and language. The second chapter exposed the main elements that need to be considered by teachers for pedagogical planning, articulating the triad content, form and recipient. The third and last chapter explained the systematization of didactic propositions covering the curricular subjects of Portuguese Language, Natural Sciences, Physical Education and Mathematics, demonstrating the possibility and articulation in pedagogical work with the main elements of planning. The work was carried out through bibliographic research from the foundations of the historical-critical pedagogical theory and the dialectical method.