Um estudo das concepções de currículo que permeiam as práticas pedagógicas das professoras de uma unidade municipal de Educação Infantil de Belo Horizonte

Abstract

The questions that guided the research were being built from worries and reflections made while acting in a school as a teacher of Early Childhood Education and noticed that there was no systematic or studies on issues involving the organization of the curriculum in kindergarten. The proposed experiments for kids were unrelated goals and each teacher was proposing what he believed was right and discarded what did not feel right for your class or study without consulting any material that addressed the issue . So I was weaving the tangled issues that gave rise to the investigation carried out under the specialization in Early Childhood Education. The study aimed to investigate the conceptions of present curriculum in the pedagogical practices of teachers who work in groups of five years of a Umei in Belo Horizonte. Still, understanding the tensions between the development of the curriculum and in the daily official guidance network, registered in the document Proposals for Curriculum Early Childhood Education." To this end, we seek to organize information and analyze the conceptions of the teachers of the classes of five years in relation to the curriculum and pedagogical practices developed in the classroom, and identify the knowledge being mobilized in the practices of the teachers. In order to achieve the proposed objectives questionnaires were administered to a group of seventeen teachers, three of them, references in groups of five, were subject to a more direct observation of contributing more fruitful way with the survey data. We note that Propositions developed by PBH in practice, assist the work of the professionals working in the activity rooms, setting the axes and the languages presented in meaningful experiences, considering children as subject of a voice in the development / learning process.