THE DIALECTICAL EPISTEMOLOGY IN PEDAGOGICAL ACTIVITY: REALITY AND POSSIBILITY IN TEACHER EDUCATION FROM CHILDHOOD

The present study has as it is central objective, understand the importance of scientific knowledge in pedagogical praxis of professor of childhood. The research is justified due to the fact that a large part of the infant teachers receiving a training precarious, reflecting on practices based on common sense, to the detriment of scientific knowledge. This is causing a weakness in their pedagogical praxis, which interfere with the quality of learning and the development of the child. The methodology chosen for the study is based on bibliographical research, that is, if the assumptions of dialectical epistemology. The results showed that spontaneous practices are present in the pedagogical activity of professor of Early Childhood Education and do not provide the scientific knowledge on the part of the educator. Given the above, it is evaluated as a possibility, the overcoming of these practices by means of appropriation of scientific knowledge and the defense of the intentional teaching based on studies and research for the realization of a praxis of quality next to the small child.