Pré-escola I e desenvolvimento infantil: contribuições do Currículo e planejamento das escolas e CMEIs do município de Cascavel/PR

Abstract

This work is the result of a survey carried out in schools and municipal centers of Early Childhood Education (CMEI) of the Municipal Public School of Education of Cascavel-PR that attend students of Preschool I, and had as objective through observations and documentary analyzes inquerir as the activity of Social Papers is contemplated (or not) in the methodological guidelines described in the pre-school I and CMEI school plans, and these referrals contribute to child development. As specific objectives, it was delimited: to contextualize Early Childhood Education in the municipality of Cascavel; to understand, in the Materialist Historical Dialectic perspective, the relation between teaching - learning and the periodization of child development, as well as to analyze how the Social Papers Game is being worked which is the main activity for this phase of child development. This research deals with the importance of the periodization of the development having as Activity Guide the Games of Social Papers. The research was carried out through bibliographical and documentary research. In order to base the study on child development, we sought to reflect on the theorists who were the epistemological basis for the Cascavel Municipal Curriculum: Elkonin (1969, 1987, 2009,2017), Leontiev (1988, 2004, 2006), Luria), Vigotski (1988, 1993, 1995, 1996, 2017), Emer (1991), Rosemberg (1977, 1991), Sperança (1980) and others. With regard to historical contextualization, we sought to verify documents such as: CMEIs and school records, Municipal Education Plan, municipal decrees, among others; In order to carry out the analyzes, the plans were prepared by teachers of schools and CMEIs that work with Pre-school I, in the Public Public School of Education of the city of Cascavel - PR. We analyzed ten classes of classes offered in schools and CMEIs that attend Integral Time and partial period, also the classes offered in the rural area and those that attend in the same room Pre-school I and II (mixed rooms) that meet these specificities. In this sense, when interpreting the data obtained in the research, it was carried out in the light of Historical-Cultural Psychology and Historical-Critical Pedagogy. It was verified that the act of planning is of paramount importance to the teaching-learning process, and the teacher is responsible for this act, in which he is intentionally and knowledgeable of contents and levels of child development, promotes the teaching of scientific, philosophical and cultural contents through the Role-Playing Games, the main activity that provides development in this age group.