Entrelaçando fundamentos, contextos e contrapontos da abordagem Reggio Emilia à prática pedagógica em um centro municipal de educação infantil de Itaúna/MG

Abstract

This dissertation is part of the Research Line “Pedagogical Practices: Articulating Elements” of the PPGED of the Tuiuti University of Paraná, whose object of study are the pedagogical practices in Early Childhood Education (from 0 to 3 years old), its articulating elements and the Reggio Emilia Approach. The guiding question is: In what aspects do the articulating elements of pedagogical practices in a CMEI of the municipal network of Itaúna/MG approach and/or distance themselves from the fundamentals of the Reggio Emilia approach? The general objective is: to analyze the articulating elements of the pedagogical practices of the CMEI “ALFA” of the municipal network of Itaúna/MG concerning the approximations and/or distances of the Reggio Emilia approach. The specific objectives are: a) To identify the conceptions of Early Childhood Education and the pedagogical practice, from 0 to 3 years old in the researched locus; b) Characterize the constitution of Pedagogical Practices in their articulating elements in the context of the CMEI; c) Present the approximations and distances between the pedagogical practices and their articulating elements constituted in the CMEI “ALFA” and the pedagogical practices of the Reggio Emilia Approach. The research has a qualitative approach and the technical procedure is bibliographical, documental and field in nature. Data production took place through official documents, the researched locus, questionnaire and interviews. For interpretation and analysis of textual content, interpretive analysis was used (SEVERINO, 2016). In the theoretical basis, the following stand out: Malaguzzi (1999), Edwards, Gandini and Forman (2016, 1999) on the Reggio Emilia approach. Kuhlmann Jr (2000) addressed childhood and Early Childhood Education in Brazil and for the concept of pedagogical practices, Franco (2016) who carried out reflections and problematizations on pedagogical practices and educational intentionality. Horn and Barbosa (2022), dialogue about the spaces of the children's school and the fields of experience. After completing the research, similarities and differences can be seen concerning the Reggio Emilia approach. Participants demonstrate belief in the power of children, by investing in practices that value listening, observation, relationship and participation. However, challenges and distances stand out to achieve the much desired, and right of all children, a quality public education. To this end, the Reggio Emilia approach has much to contribute through its proposals and endorsed experiences in Early Childhood Education. It is a preponderant factor a curricular reorganization, through a flexible curriculum, that sees the child in its potentialities and competences. Invest in training, think about exchanges, dialogues and confrontations that lead to reflections on pedagogical practices and their articulating elements in Early Childhood Education and create connections that make it possible to research different ways of educating.