O tempo, os bebês e as crianças pequeninas: saberes docentes, o currículo e a contemporaneidade

Abstract

This doctoral research, developed in the Graduate Program in Education: Curriculum at the Pontifícia Universidade Católica de São Paulo, has as its guiding question to understand how teachers, who work in early childhood, conceive the dimension of routine in relation to the subjectivities of babies and young children and in the organization of their times and spaces in early childhood education institutions. The aim is to demonstrate the importance of temporality in the organization of routines based on listening to the multiple forms of language of babies and young children. The routine will be analyzed as a pedagogical resource, its dimension being much more than a possible instrument to control time, space, activities and materials with the function of standardizing and regulating the daily life in early childhood education institutions. The research starts from a historical review about the path of early childhood education. Then, it approaches the theorization of the curriculum that supports questions about educational practices and, more specifically, the structuring of routine. The chosen methodological path includes qualitative research. It was used bibliographic and documentary analyzes, and field research. Data collection was carried out through a questionnaire. The analysis of these data aims to understand how a curriculum based on the educational intentionality, in the teachers' practice and from the articulation of fields of experience, which are fundamental and mandatory, according to the Common National Curricular Base, from the understanding and integration of the times Chrónos, Kairós and Aión, can transform the routine into "moments of experimentation" and the living spaces into "environments of socialization"