A importância dos espaços para aprendizagem e desenvolvimento da criança da educação infantil nos CMEI´S de Curitiba

Abstract

This research presents a discussion around the organization of spaces in the scope of early childhood education, linked to the Municipal Centers for Early Childhood Education (CMEI’s) in Curitiba-PR. The aim of the investigation is to analyze the importance of space for the child's learning and development, investigating how educational practice is influenced by the architecture of the institutions. It is intended to analyze how the physical spaces can be organized or adapted in order to provide the quality of the spaces in two institutions of Early Childhood Education in the public school system, which serve children from 0 to 5 years old, specifically in the CMEI's in the city from Curitiba, based on legal documents dealing with the organization of spaces in the Municipal Centers for Early Childhood Education at national, state and municipal levels and how these guidelines are or are not being put into practice in the Early Childhood Education spaces surveyed. In order to answer these questions, I used observations from the architectural project, political pedagogical project, photographic record, analysis of official documents and study of different authors on the subject to develop the research. In this work, I present the relationship between child and childhood in a historical perspective, a brief history about the organization of the school space in Brazil and the transformations that have occurred over time, the right of children to education, the structuring, organization and influence of space in the process of teaching and learning early childhood education, the space in early childhood education and in the Municipal Education Centers in Curitiba, a brief history of early childhood education in Curitiba, attendance to early childhood education at CMEI Centro Cívico and CMEI Oswaldo Cruz II and environmental analysis school. I characterize the research through the methodological procedures and the analysis and discussion of the data, and finally, I expose the observed aspects that point to the real need to take the contributions of these documents to the daily life of early childhood education institutions seeking to meet the needs of children and promoting meaningful learning. This study indicated that the organization of the spaces of the researched institutions does not seem to fully meet the needs of children and it was also possible to realize that the official documents that should guide pedagogical practices in early childhood education are not taken into account in the daily lives of the institutions. The theoretical and methodological references that support this study are based on the studies of Bueno (1996), Escolano (1998), Forneiro (1998), Faria Filho; Vidal (2000), Horn (2004), Carvalho and Rubiano (2010), and official Brazilian documents dealing with the organization of spaces in the Municipal Centers for Early Childhood Education.