CULTURES OF CHILDHOOD AND SPACES IN TEACHING EARLY CHILDHOOD EDUCATION: INTERLOCUTION FOR QUALIFICATION OF EDUCATIONAL PRACTICE

This article portrays a research center set a goal to investigate the possibilities of qualification of pedagogical work within the Early Childhood Education from the axis of integration with the cultures of childhood pedagogical spaces. The methodology is qualitative in nature, characterized as action research. Adopted as procedures to perform diagnostics on the concepts of education, childhood and children, recognition of the physical structure and material of the investigated institutions, seminars and lectures for study and reflection, development of activities with children and seeks to transform the reality studied. The theoretical framework that guided the research was supported, in a complementary way, in Theory and Cultural Historical Sociology of Childhood, as these two theoretical perspectives conceive a child with characteristics and identities of their own children as subjects, and interpretive and creative. It started from the assumption that children to advance their development, need educational proposals that address their interests and needs, especially recreational activities and social interactions. Conversely, the pedagogic work in Early Childhood Education in the Brazilian reality, in general, shows discrepancies between the current scientific and practical education to children in this educational modality. As a result, there is reform in schools, investment in training of teachers who worked in the daycare and preschools in order to bring them closer to the theoretical approaches underlying the project and also of the educational qualification, aimed at expanding the theoretical and improvement of working conditions of teachers.