Sobre infância e direitos: uma análise praxiológica sobre a experiência de uma Escola de Educação Infantil de São Paulo em tempos de Covid-1

Abstract

This Research Paper is inserted in lines of research in Early Childhood Education, the play and the formation of educator, within the PhD Program in Education: Curriculum. Through groups in the context of EscutAção (Listen and Act), it is focused on the development of the praxiological knowledge, supporting the rights of learning from the children. In the middle of the process we suffered with the pandemic of Covid19 and recent achievements were challenged, and thus, more than ever, had to be reaffirmed. Based on the current legislation and studies which understand the child as an agent, competent and producer of culture, we built, together with teachers of a school, target of this Research Paper, didacticism practices in an horizontal relationship, assuring children leading role. This because, Pedagogy is a science of experience of day-today within the school and is to know when to act in certain situations, propelled by the theory, both governed by ethics. These are the propeller springs and “lens” to watch and make such Research Paper. For that, the methodology adopted is qualitative, through the process of praxiological research. We used several technics to get the data including photos, videos, reports, recordings, interviews which culminated in the pedagogical documentation as strategy to list data and give visibility to actions, of planning and document the pedagogical action. This way to research, part of the critical concept, from the vision of emancipation of the world, which subvert the format of transmission the knowledge which colonizes the way we relate with childhood in the schools. The main theorists consulted were within the Pedagogy, among them: Julia Oliveira-Formosinho, Maria Carmem Silveira Barbosa, , Mônica Appezzato Pinazza, Paulo Freire, Paulo Sérgio Fochi, Neide de Aquino Noffs, besides theorists of the Italian pedagogy from Reggio Emilia and from Pedagogy-in-Participation from Portugal. The recent legislation which rules the Early Childhood Education (National Curriculum Guidelines and National Curricular Common Core – BNCC) were also important part of this research. As such, this study corroborates for a transformation which is not only nominalist but also, from the recognition of the right of the children, a democratic perspective of the education