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It deals with the intersections of the media in the teaching and curricular practices and in the imaginary of the school community; based on an episode narrated in the first person on a social network, with repercussions in the local traditional press, with problematizations that lead to inquiring about the place of school, teaching and affection in the curricular composition in a Municipal Center for Early Childhood Education in the city of Serra in the State of Espírito Santo, Brazil. It aims to map the discursive resonances that reverberate between the media and teachers, in an attempt to make visible the effects of such discourses on teachers' affects. It takes as a theoretical-methodological intercession, the delineations of the networks of conversations, as a mode of resistance to the media discourses, which delimit the place of the school, when talking about and not with the school. It makes use of theoretical notes with Masschelein y Simons (2014), Leal (2022), Carvalho (2006, 2009), Ferraço (2012) among others that problematize the school as a place of life and resistance. It bets on playful experiments, through theoretical-practical, dialogical and affective compositions, based on an attentive listening to the lived contexts practiced, as a condition for the acceleration of vital processes, in the invention of possible worlds that can affirm life and learning as a force, in the face of mismatches and social ills. [ABSTRACT FROM AUTHOR]

The paper presents the Afroinfância [Afrochildhood] project, which is grounded in Molefi Kete Asante's ideas in line with the Afrocentricity paradigm. The Afroinfância project seeks to rewrite the narrative of African history and to embrace African educational technologies. Through social media, the project challenges traditional curriculum practices and influences teacher training, encouraging teachers to rethink their educational approaches to better meet the needs of black children. Thus, this paper aims to present the narratives of teachers who, as a result of the project, reflect on their educational processes by incorporating curriculum principles structured by the Afrocentric paradigm, particularly in Early Childhood Education. Afroinfância highlights the importance of an education that not only identifies racism but also values African contributions to humanity and, consequently, to how education is conceived and practiced. In sum, Afroinfância positions itself as an important virtual formative space to rethink and promote ruptures within the Early Childhood Education curriculum, with African and Afro-diasporic experiences as the core components of another, non-hegemonic educational model. [ABSTRACT FROM AUTHOR]

This paper aims to analyze school experiences based on narratives from an Early Childhood Education teacher that works in the Aníbal Magni School, in the community of Arroio Grande, a countryside town in the city of Selbach, in the north of Rio Grande do Sul, Brazil, during the Covid-19 pandemic context. To do so, we have used the Oral History research methodology by means of the interview. The study outcomes indicate that parents' support in the teaching and learning process was fundamental in the pandemic conjuncture, given that children with family follow-up were able to achieve more positive results. In addition, they show that even after the development of new digital technologies, the teacher figure remains essential in the teaching-learning process. In the Early Childhood Education scenario, remote teaching has not showed efficacy, because children need daily contact with their classmates and teachers. This teaching level is a moment that requires adaptation, integration, and socialization. [ABSTRACT FROM AUTHOR]

For Cultural-Historical Psychology, written language is a complex symbolic system responsible for a significant qualitative leap in the historical development of the human psyche by representing, through very specific signs, the structure of oral language and the organization of thought. Trying to overcome the separation between alphabetization and literacy, within the limits of a cognitive and neuroscientific conception of reading, this article analyzes a field study carried out with preschoolers that were playing during the construction of a forest. During the activity, the children needed to express themselves through written language, like primitive men in their caves. In this way, this study aims to make a scientific contribution to the role of written language in Early Childhood Education, a subject that is still so controversial. [ABSTRACT FROM AUTHOR]

The present work aimed to know the factors that led men to attend a graduation in Pedagogy and to choose to teach in early childhood education; as well as identify how they perceive the work on “caring” and “educating”. The exploratory research with a qualitative approach guided the study. Three teachers who work in a municipality in the Triângulo Mineiro, in Minas Gerais, Brazil, participated in the study. The questionnaire, with open and closed questions, and the semi-structured interview were mobilized for data production. As a result, it was seen that these men, when they entered the school space for the education of young children, faced challenges, obstacles, limits and interdictions regulated by normative gender regimes. Participants stated that they experienced embarrassing and prejudiced situations in relation to hygiene and care for children’s bodies. However, they believe in a better scenario, in which more men will join the teaching profession of early childhood education and, in a way, feel fulfilled with the profession. [ABSTRACT FROM AUTHOR]

This text is an experience report of a pedagogical proposal of popular rural education for child education, developed based on a thematic axis called "What can I learn?". The pedagogical project took place in an Integrated Child Education Center (CIEI), located in a rural area of the county of Santa Rita-PB, in the community of Bebelândia. The research was used as a method, based on the conception of Paulo Freire. The topic discussed was the mangrove, a biome chosen because of its connection with the comunity's reality and because it is common to the children. Different educational strategies were developed to work the theme, including a field visit to the mangrove and the construction of a collective panel. It is concluded, at the end of the study, that the pedagogical practice developed constitutes popular rural education, except for child education, because it fulfills it's conceptual purpose of offering a differentiated education for rural subjects, respecting their way of life and culture. [ABSTRACT FROM AUTHOR]

This article is part of a research entitled "Early Childhood Education in/of the Countryside: from management to the organization of pedagogical work in municipal education networks located in the Southern Region of Bahia" and aims to present the analysis carried out on Early Childhood Education in/of the Countryside and the provision of teacher education for this stage and modality of basic education in the public universities of the State of Bahia. Therefore, the following question guided the study: How has been offered in public universities of Bahia the initial and continuing education for teachers that working in Early Childhood Education of the Countryside? In order to achieve the proposed objective, a methodology for surveying and analyzing information and data available on the official websites of public universities of Bahia was used. In addition, the research was based on a critical and dialectical approach, placing the object of study in a broader social, political and socioeconomic context. Based on the results obtained, it can be concluded that there are courses focused on Education of Countryside, however they do not specifically cover the teacher education for Early Childhood Education in/of Countryside. [ABSTRACT FROM AUTHOR]

This work analyzes how Surrealism as an ethical, aesthetic, and political proposal can contribute to rethinking teaching practice in Early Childhood Education. This problem consists of “How can Surrealism broaden the understanding of teaching practices in Early Childhood Education, from the perspective of Walter Benjamin?”. A question arises given the need to think about an educational practice with children that allows creativity, freedom, and imagination. The central objective of this work is to investigate the possible relationship between Surrealism and Early Childhood Education, emphasizing the role of education and the concept of childhood from the perspective of Walter Benjamin, to broaden the understanding of teaching practices in Early Childhood Education. For this, bibliographical research was used. The analyses demonstrate that the ethical, aesthetic, and political proposals of Surrealism are close to childhood and can provide a teaching practice in Early Childhood Education that values imagination, playfulness, creativity and the importance of building collective history. [ABSTRACT FROM AUTHOR]

This work aims to present the main problems that have motivated the postgraduate research of teachers who teach writing in the first grades of schools in Bogotá in recent years. For this purpose, an exploratory systematic review was carried out (Manchado et al., 2009), with the support of a search protocol, the preparation of descriptive reports and the processing of information in MAXQDA software. Problems have been identified that derive from the persistence of canonical practices in classrooms, which, added to an efficientist-curricular perspective of learning, reduce the teaching and learning of writing to the management of a technique or the effective implementation of schooling. Finally, the importance of reorienting the teaching of writing is emphasized, taking into account the construction of meaning in texts, the creative possibilities of written expression, and children's experiences in school learning. [ABSTRACT FROM AUTHOR]

Introduction: Many studies suggest that shared book reading (SBR) helps children to develop verbal repertoires, which can be enhanced by using extratextual strategies for the explicit teaching of words. Few studies explicitly relate the type of extratextual strategy to children's levels of engagement and verbal participation. Objective: To verify the relationship between extratextual strategies for teaching words and measures of engagement and verbal participation of children, during SBR and complementary activity sessions. Methodology: Participants were 13 preschool children (five girls), aged between 4 and 5 years. Videos of three SBR sessions and a complementary activity session were transcribed and categorized according to the type of extratextual strategy used by the researcher, the type of engagement (active or passive, measured by children's non-verbal behavior), and the children's verbal participation during the sessions (related or not to the activity and the target words). Results: Total engagement was similar across all sessions, but it was more frequently related to the researcher than to peers. The strategies of explaining the meaning of target words and starting conversations seemed to evoke more speeches from children related to the target words than highlighting and verbal instruction strategies; during this ones, verbal utterances related to the activity, or the story were more frequent. Conclusions: some extratextual strategies seem to establish more favorable contexts for children's verbal participation, and it's essential to organize contingencies that further engagement and verbal participation about the taught content since these two response classes seem to be complementary. [ABSTRACT FROM AUTHOR]

Introduction: Many studies suggest that shared book reading (SBR) helps children to develop verbal repertoires, which can be enhanced by using extratextual strategies for the explicit teaching of words. There are few studies that explicitly relate the type of extratextual strategy to children's levels of engagement and verbal participation. Objective: To verify the relationship between extratextual strategies for teaching words and measures of engagement and verbal participation of children, during SBR and complementary activity sessions. Methodology: Participants were 13 preschool children (5 girls), aged between 4 and 5 years. Videos of three SBR sessions and a complementary activity session were transcribed and categorized according to the type of extratextual strategy used by the researcher, the type of engagement (active or passive, measured by children's non-verbal behavior), and the children's verbal participation during the sessions (related or not to the activity and the target words). Results: Total engagement was similar across all sessions, but it was more frequently related to the researcher than to peers. The strategies of explaining the meaning of target words and starting conversations seemed to evoke more speeches from children related to the target words than highlighting and verbal instruction strategies; during this ones, verbal utterances related to the activity or to the story were more frequent. Conclusions: some extratextual strategies seem to establish more favorable contexts for children's verbal participation, and it's essential to organize contingencies that further engagement and verbal participation about the taught content, since these two response classes seem to be complementary. [ABSTRACT FROM AUTHOR]

The study aims to analyze how the professional development of teachers took place in the pandemic context along with the role of the pedagogical coordinator, considering public early childhood education institutions in the municipality of São Luís, Maranhão as the locus of investigation. The discussions are part of an empirical research, through bibliographic and documentary research and the application of semistructured interviews carried out with two pedagogical coordinators working in this teaching stage. To this end, we anchored ourselves in authors such as: Domingues (2009, 2013); Garrido (2015), Santana (2020), etc. From the results obtained, it was found that remote teaching during the pandemic period had major impacts on the organization of pedagogical work, mainly due to the use of digital technologies. But, despite some negative points, it also led to the expansion of knowledge around technological tools, as well as union and cooperation between teachers and pedagogical coordinators, which became an important ally in the professional development of these teachers. [ABSTRACT FROM AUTHOR]

This article aims to analyze concerns about education and the valorization of early childhood education as teaching and learning. Early Childhood Education was constituted as a space for learning and playfulness, respecting the child, helping them to develop their capabilities and construct knowledge. The methodology used was of a bibliographic nature, works and published articles were researched that were in line with the theme under study, making it possible to inquire about Childhood and Education and Valuation of early childhood education as teaching and learning and Educational Concerns. In conclusion, it is necessary to immerse yourself within the school walls, to better understand what education is and what early childhood education should be like. It is necessary to focus on the teaching-learning process, considering the child's knowledge as part of the process of welcoming, accepting and respecting their totality. [ABSTRACT FROM AUTHOR]

This article highlights the development of visual arts in Early Childhood Education, showing that Art is of great relevance for the growth of children in all aspects. Without a doubt, Visual Arts are part of every child's daily life. They bring with them baggage from home, as their parents, in some way, passed on something involving the artistic field. This research shows that all these languages are ways for children to express themselves and communicate. Regardless of the help of a professional, she will demonstrate her artistic side, expressing herself naturally. Considering that each child is unique, it is necessary to know unique aspects of each one of them to understand the right way to achieve the desired goals. This type of work that values the child's individuality, as well as their way of seeing and interpreting the world, contributes to providing opportunities for small activities related to Visual Arts so that they feel free when carrying out them. [ABSTRACT FROM AUTHOR]

Children's literature is extremely important in the first phase of childhood and plays a fundamental role in the teaching-learning process throughout early childhood education. It is at this stage that children awaken and explore different experiences that influence their cognitive and emotional growth. Literary books are instruments that contribute to the development of language, enriching vocabulary and improving written and verbal skills. Contact with books influences how children see the reality around them, providing new experiences, sharpening curiosity and encouraging discoveries. It is a motivating and challenging tool for the student, being able to transform their thoughts and ideas, helping to understand various subjects covered in the classroom, constituting critical citizens. School and family are essential elements in contributing to moments of reading, storytelling and conversation circles, giving them opportunities to express their ideals. The research also shows that the teacher's mediation is of great relevance in the construction of students' knowledge, pointing out improvements in the development process that is constructed by the student in the school and family environment. This article aims to help students develop the habit of reading, creating an interactive, imaginary and fun environment, forming a link between the real and the imaginary. The method used for this research was bibliographic in nature. It is understandable that children's literature is a teaching resource and its contribution is relevant to the learning process, thus instigating the need to always read both children's literature and other books that point to improvements in the learning process. [ABSTRACT FROM AUTHOR]

In this research, we analyzed the importance of musicalization being developed in early childhood education, acting as one of the mechanisms in the teaching-learning process. As a general objective, we verified the contributions provided by musicalization in the childhood period, in relation to the pedagogical field, in Early Childhood Education, and also, to identify how musicalization acts in the interaction and learning of students; evaluate the importance of contextualizing musicalization in light of the "routines" experienced in classrooms; specify that the music present at this stage is a constructive methodology for learning. The research is qualitative in nature and the deductive method is applied. Given the context to be analyzed, we have a scientific record of exploratory origin, based on technical procedures of a bibliographic and documentary review. The results obtained from the scientific study carried out indicate that music has a positive and significant value for the teaching-learning process. Musicality worked in a contextualized and playful way in Early Childhood Education allows the individual to develop within fields related to "self, the other and us". When we associate playful activities so that the child can understand their use and importance, we find that the experience is directly related to self-knowledge, which will have an impact on their relationships with the environment in which they are inserted, thus allowing the formation of a more civic consciousness in ways that are respectful towards others. [ABSTRACT FROM AUTHOR]

This article aims to analyze and present the importance of playful pedagogical actions by educators in the teaching and learning process of early childhood education in municipal schools in Serrita-PE. Playfulness in early childhood education is one of the important pillars in the child's phase, where the child associates the imaginary world with the real, emotional, social, affective and returning various skills such as observation, concentration, self-confidence, curiosity and autonomy. in their own actions. This research has a qualitative approach of a descriptive nature, with applications of a questionnaire in three schools in the municipal network of Serrita - PE with teachers and coordinators, highlighting the precise and detailed record of pedagogical actions in the school environment, enabling an analysis of the use of playfulness in the classroom, based on data collected among educators and pedagogical coordinators. [ABSTRACT FROM AUTHOR]

In this article, we present and discuss data from a research that proposed to investigate the construction of geometric thinking by black children from favelas in Early Childhood Education, in the favela of Maré, municipality of Rio de Janeiro, in a decolonial perspective, from the point of view of art.. More specifically, we develop and analyze activities that favor the construction of geometric thinking, using Tarsila do Amaral's Self-Portrait as its main resource. The method used was action research. We conclude that children are extremely capable of analyzing, naming, relating and differentiating geometric shapes with the elements found on Tarsila do Amaral's canvas and on objects that are part of everyday life, including the body itself. We also found that the teaching strategy based on pedagogical projects with an interdisciplinary bias makes it possible to validate a curriculum that permeates geometry and art, promoting enriching dialogues for the integral learning of children. These actions, in turn, provided didactic actions based on decoloniality and its consequences. The observation and analysis of the Self-Portrait led us to reflect on Afro culture and the construction of black identity in an affirmative way, favoring children's protagonism. [ABSTRACT FROM AUTHOR]

The objective of the text is to problematize issues related to COVID-19 and its impacts on Early Childhood Education. The emergence of the pandemic and its spread around the world has had impacts on all spheres of society, including education. Following the recommendations of health agencies adopting isolation and social distancing, in order to contain the transmission of the disease, schools and Early Childhood Education Centers remained closed from March 2020 until mid-2021, a condition that provoked several reflections, since remote actions for this stage were used. This is a bibliographic research with theoretical reflections and survey of productions focused on the theme. We found that the educational challenges triggered by the pandemic required efforts from the professionals involved and motivated the publication of a set of texts that reflected on the teaching exercise and its intertwining with family, social and children's issues. [ABSTRACT FROM AUTHOR]

Oral storytelling is commonly used in school spaces, especially when it comes to the development of imagination. However, how does this development take place in preschool children, in the phase in which the essential activity that guides psychic development, the functioning of the complexity of psychic functions, is role playing? Based on the epistemological basis of Historical-Cultural Psychology, supported by Vygotsky (2010), this research aims to analyze the contribution of oral storytelling to the development of creative imagination, specifically in preschool classes (children 4 and 5 ), of early childhood education. Therefore, a qualitative research was carried out, based on an exploratory study that aims to clarify concepts, through bibliographical research. The aim of this study was to point out the need and contribution of oral storytelling to creative imagination, especially for preschool classes in early childhood education, as well as to disseminate the study to teachers in training proposals and publications. It presents, to Early Childhood Education professionals and other interested parties, some aspects related to the methodological procedures that can be used to tell a story, namely: for whom? as? When? Where? What's the point? Furthermore, it is indicated that, with the narration of a story, from the use of gestures, voice, facial and body expressions, pauses and emphasis at the strategic moment, the child's interest in the class is awakened, stimulated for her to (re)create things, objects, situations from her imagination. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the theoretical-practical contributions required from professionals/teachers who will work in early childhood education, investigating how initial training can prepare pedagogues to work in pedagogical practice at this level of education, in an innovative way that allows the reception of the production of knowledge. Given this context, a qualitative research approach was developed, emphasizing the theme that took into account the training of professionals who will work in early childhood education, covering everything from knowledge of the educational level, its legal and curricular aspects, public policies, in addition to from the vision of the internship discipline to relate the theory learned with the practice developed in the educational environment. It was possible to verify, after the study, the need for critical and reflective teacher training, contributing to teaching from a theoretical-practical perspective. [ABSTRACT FROM AUTHOR]

The transition period between Early Childhood Education (EI) and Elementary Education (EF) requires a lot of attention, and there needs to be a balance between the changes introduced in the new routine, ensuring the integration and continuity of the children's learning processes. The study aims to analyze the transition from playing in the pedagogical treatment of children from EI to the first year of EF. The investigation took place at the Professora Laura Maia Municipal School in NatalRN. We monitored a group of 27 children aged between 05 and 07 years of the IV level of EI, who progressed to the 1st year of EF at the same school, between December 2019 and February 2022. In the studied school, playing is still not given the importance it deserves in the educational process of children who are coming to EF. [ABSTRACT FROM AUTHOR]

Early Childhood Education is the human stage of a growing and determining process of individual learning and development. Therefore, the teacher of this level of schooling needs knowledge and guidelines that significantly corroborate with the pedagogical work. This bibliographical article intends to reflect on early childhood children and analyze the mobilization of knowledge that they provoke in the performance and professional development of teachers. Considering these elements, it presents some conceptions of childhood and the knowledge necessary for the early childhood education teacher. From this perspective, it is possible to affirm the need to understand childhood and the uniqueness of the child, producer of knowledge, dreams and cultures, as well as to apprehend the conceptions that they bring to the school routine of early childhood education. As a result, they become protagonists in the construction of the teacher's identity, in the reflection and re-elaboration of foregrounds. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the gesture of sensitive listening in the teaching experiences of students from the Education course in the supervised practice in Early Education, at the Universidade Federal da Fronteira Sul - Campus Erechim-RS, Brazil. In 2022, the supervised academic training returned to the attendance learning modality, after the end of the period of distance learning and social isolation as a consequence of the COVID-19 pandemic. In light of this context, this research was developed based on a descriptive and interpretative methodological approach, starting from a bibliographic review on the teaching practice of listening from the Paulo Freire theoretical perspective. The empirical data were built based on the participation of twenty-six student interns who answered an online research instrument. Based on the analysis of the narratives about the interns' experiences, the importance of listening was discussed for the elaboration of a significant pedagogic planning in Early Education, which reaches the interests, desires and ways of life of children, thus contributing to the construction of a more critical and reflective teacher training perspective. [ABSTRACT FROM AUTHOR]

This article is part of the PPGE/UFSM Professional Master's research. The study aimed: (i) to promote Investigative-Formative Dialogical Circles in an EMEF, in the perspective of self- (trans)formative processes for Early Childhood Education in the Political-Pedagogical Project; (ii) to laborate, during the Circles, Guiding Elements for the [re]signification of the PPP.This is a research with a qualitative approach (MINAYO, 2009) and document analysis. Dialogic Circles (HENZ, 2015) and philosophical hermeneutics (HERMANN, 2002) were performed for dialogic interpretation. The theoretical framework is based on legal frameworks, in IMBERNÓN, 2011), FREIRE, 2021 among others. As a result, the Elements were created based on the dialogue of the co-authors: EI objectives; conception of EI, child, childhood, inclusion and pedagogical proposal; organization of times and spaces; assessment and training in context. It was found that through the Dialogical Circles, teacher self(trans)formation took place. [ABSTRACT FROM AUTHOR]

The article presents a research study conducted with babies in a Municipal Center for Early Childhood Education (CMEI) in the city of Vitória/ES, aiming to green their backyard spaces through actions that integrate nature into their daily lives, nurturing joy in their bodies. It utilizes cartography as a methodology to accompany the processes that unfold with babies in inventive learning. The argument posits that the backyard, as a practice of encounter, enables an immanent plan where the interactions with and among the babies' bodies intensify through inventive experiments that are open to endless possibilities and becomings. It emphasizes the power of collective encounters in the backyard, expanding movements in which life pulsates exuberantly in the potential of knowledge that emerges in these gatherings, as possibilities propagated through contagion to enhance experiences that transcend the concrete that surrounds them. The article concludes by affirming life within the experiences at the CMEI through actions that unleash multiplicities in nature, seeking to escape and resist everyday rigidity while fostering curricular inventions. [ABSTRACT FROM AUTHOR]

The objective of this work is to report the actions of a teacher to adapt the physical space in a kindergarten classroom, as well as the resulting benefits that such changes caused. These changes of environment were made after studies related to theories and official documents carried out during pedagogical meetings. By understanding the texts and documents, the teacher was able to organize her work routine and promote significant changes to the dynamics and quality of teaching by changing the physical space in her classes. We found that the pedagogical meetings were useful, promoting significant changes to the teaching work. [ABSTRACT FROM AUTHOR]

This article focuses on the acquisition of writing, specifically the knowledge about the alphabet, in the phase prior to formal literacy which occurs from the 1st year of Elementary School, based on data obtained through the observation of children in the 5th period of Early Childhood Education from a public school. The methodology used was that of participant observation. The objective was to describe and analyze the process of the appropriation of knowledge of writing in the activities proposed by the teacher by the learning children. The observed behavior indicated that the still incipient knowledge about the Brazilian Portuguese alphabet, according to the established orthographic conventions, leads to typical memorization strategies of this phase, referred to as pre-literacy or holographic (EHRI; SNOWLING, 1998). [ABSTRACT FROM AUTHOR]

The objective of this article is to present the teaching of Brazilian Sign Language as a mediator of the development of children's different languages through activities linked to Lee's bilingual and bimodal methodological proposal (2023), for hearing children aged two to five years old. To this end, we bring data from a six-year span, from 2018 to 2023, of the teaching, research and extension project Teaching and Learning Libras in Early Childhood Education, which comprises teaching and learning practices and processes supported by a theoretical framework that understands language as a constitutive activity in relationships of otherness. We emphasize the importance of intentional mediation and articulation between teaching, research and extension. The work is ethnographic and participatory in nature, with data collection through photos, videos and reports from family members. The data point to the fact that bilingual practice with Libras constitutes an important mediator in the development of children's different languages, enabling the appropriation of the mother tongue and contributing to motor and cognitive development. Our results also indicate the acquisition of a second language, revealing the potential of teaching Libras to listeners as a truly inclusive activity. [ABSTRACT FROM AUTHOR]

This article aims to bring to the discussion the practices of reading and the importance of teacher mediation in partnership with families of children aged 2 to 4 years in the context of literacy and literacy education. The work is linked to research conducted by the "Literacy Practices and Teaching and Learning Processes of the Mother Language" research group. The theoretical and methodological framework for this discussion is based on Bakhtinian, Vygotskian, and Freirean theories. Considering reading as the production of meaning and readings and rereadings of the world, this study seeks to highlight, through data and its analysis, the importance of reading practices in Early Childhood Education schools and the beginning of the literacy process. [ABSTRACT FROM AUTHOR]

In this article, we present the results of an ethnographic study on hearingization practices with deaf children in Early Childhood Education, in an inclusion context. The discussion aims to understand the processes of the hearing norm constitution in the inclusion of young deaf children in an institution of Early Childhood Education, in Curitiba. The study seeks to propose a reflection on a new analytical conceptual category - the hearing-ization - that is meant to refer to the naturalization of the hearing standard in those social processes and strategies that privilege the hearing people and their oral-auditory culture as the norm, dialoguing with concepts from the Sociology of Childhood and Deaf Studies in Education. The ethnography recorded in field notes, involved photographic material of the context of a Municipal Early Childhood Education Center (in Portuguese, CMEI - Centro Municipal de Educação Infantil), and notes of informal conversations with the teachers and the children. The results showed that hearing-ization is present in practices that overvalue and naturalize symbols and in educational experiences focusing on the oral-auditory culture that make deaf children and their visual communication experiences invisible. The hearing norm and privilege is evident in the educational-pedagogical experiences, in the countless material and symbolic advantages that reiterate the prominence and positivity of hearing and speaking, in the practices of educating and caring in Early Childhood Education. [ABSTRACT FROM AUTHOR]

This article discusses the potential effects of Brazil's inclusion policy on the linguistic education of deaf children. To this end, based on the theoretical perspective of authors from the field of Deaf Studies and Language Policies, a case study was conducted, observing interactions of a deaf child enrolled in a public kindergarten school in southeastern Brazil. Through analysis of video-recorded classroom observations and field notes, the study highlights efforts and challenges in implementing bilingual education, where the roles of the Brazilian Sign Language (Libras) and Portuguese (spoken by the majority of the participants in the classroom) are still not well-defined. In addition, the study also revealed that the observed deaf child has limited access to both languages, crucial for his/her human development. In conclusion, in order inclusion to be viable, bilingual deaf education in Brazil requires more precise guidelines and linguistic-pedagogical training for all stakeholders, including family members, to create a linguistically-rich environment that supports the holistic development of deaf children. [ABSTRACT FROM AUTHOR]

In this article, we intend to explain how Edgar Morin's complexity paradigm and Paulo Freire’s liberating approach may contribute to resignify childhood and childhood education. As a methodology, some historical aspects regarding the conception of childhood are brought back, based on a literature review. In a first moment, the origin of the concept of childhood as a social category is presented and, in the second moment, it is aimed to analyze the role of childhood in education from a complex and humanizing perspective. It is about having a reflective look at childhood, appropriating the theoretical constructs of Morin’s complexity paradigm and Freire’s liberating tendency, in order to rethink a less fragmented and more contextualized early childhood education, in a effective way which can contributes to integral formation of the learner in his multidimensional format. [ABSTRACT FROM AUTHOR]

This research is based on a qualitative approach, of the case study type, with the objective of analyzing the pedagogical project and the innovative pedagogical practices of early childhood education developed in a Federal Application School, aiming at the development of the child as an autonomous subject within the learning process. Aiming to develop the proposed objective, we carried out the analysis of the pedagogical project and semi-structured interviews with three early childhood educators from the investigated institution. As a result, we found the strong presence of innovations in the analyzed document, as well as the evocation of different innovative practices experienced at this level of education. Indicating through them that there is a strong space for the development of autonomy in early childhood education in this institution. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the academic scientific production in theses and dissertations concerning the Primary Education, nursery, space and pedagogic practices, published in the Brazilian Digital Library of Theses and Dissertations, between 2018 and 2022. It is a bibliographical research, of qualitative and quantitative type, that uses bibliometric analysis. The results show 22 researches, which reveal the diversity of themes in the investigated object, related to the childhood, pedagogic practices, infantile protagonism, space and teacher training. They indicate that it is necessary to deepen in the teacher training for new pedagogic practices to be executed. which reveal children as subject and protagonist of their learning. The study concludes that new studies can be undertaken, contemplating the pedagogic practice and the importance of the space as learning promoter in Primary Education, in the perspective of countersigned, innovative and inclusive practices. [ABSTRACT FROM AUTHOR]

This study had as objective to understand meanings and feelings produced by pre-school teachers about children with Autistic Spectrum Disorder (ASD) plays. It also aimed to identify and analyze elements present in toys activities that showed pedagogical potential to qualify psyche development process in children with ASD. It is a qualitative research, in which 60 teachers answered a questionnaire via Google Forms. It was established three categories from a discursive textual analysis: a) meanings recognition; b) feelings creation and c) the toys activities and their pedagogical potential in meanings appropriation and feelings production. The results highlight the fact that teachers recognize ASD characteristics and apply different meanings to their experiences and also the importance of signification of pedagogical practices by teachers and the recognition of children with ASD human potential. [ABSTRACT FROM AUTHOR]

The study presents the relationship between intersectoral policies and the construction of the quality of Early Childhood Education in the Campinas (SP) Education Network. Intersectoral policies have been gradually gaining space in the educational field.The perspective of intersectoral action implementation is found in the Campinas (SP) School Network through the pedagogic political project of the school units. A qualitative research was chosen to perform this study, having the empirical material been produced through document research and analysis, and semi-structured interviews. The document analysis included legal documents concerning education and documents supporting the pedagogical proposal for the Campinas Education Network. The “Campinas First Infancy (PIC)” program proposes the implementation of policies for children in an intersectoral way. The semi-structured interviews. We have identified that intersectoriality has been approached in various forms, prevailing the concept of articulation of knowledge and experiences to reach synergic results in complex operations, and regarding child education, intersectoriality has been proposed as means to fight poverty by policies of compensatory character, but that can contribute to the construction of the quality of early childhood education as it promotes an interaction with theterritory and the various social actors present in it. [ABSTRACT FROM AUTHOR]

The article is part of a master’s research developed between 2018-2020 that aimed to analyze the cultural productions present in the daily life of early childhood education and its training possibilities in the Municipal Education Network of Florianópolis, SC. Based on an exploratory qualitative approach, a mapping of the teachers’ pedagogical practices before and during the Covid-19 pandemic was carried out, which identifi ed the presence of activities related to music, play, storytelling and the use of audiovisual media in children’s daily lives, always crossed and transversalized by the dimension of participation and the use of media and technologies. In the scope of this refl ection, the article discusses the cultural productions off ered to children in the perspective of cultural hybridity, multiple languages, the expansion of children’s repertoires and educational mediation in the context of digital culture. [ABSTRACT FROM AUTHOR]

This paper presents the results of our analysis on the conception of childhood that guided the curriculum prescribed for early childhood education in each of the three versions of the National Curricular Common Base (BNCC). The study was developed in the Master's course linked to the Postgraduate Programa de Pós-Graduação em Currículo e Gestão da Educação Básica, of the Núcleo de Estudos Transdisciplinares em Educação Básica/UFPA. A documentary research, which focused on the BNCC versions, made public in 2015, 2016 and 2017. The results reveal that there is no explicit announcement of the conception of childhood that guides their curricular prescriptions, however, the analysis of the documents allows us to show that the conception of the child as a historical subject and subject of rights is present in them. It is inferred that the conception of childhood that considers the child as the protagonist remained in the three versions of the document that prescribes the national curriculum. [ABSTRACT FROM AUTHOR]

Emotional competence is recognized as an essential skill for child development, contributing to the subjective well-being, good interpersonal relationships, and academic performance of children. At the school stage, around four/five years, such competence shows significant progress, which makes teachers crucial agents in this process. This study reports the experience of a pilot project designed for teachers in order to implement a program to promote emotional competences on children. Six teachers (M=40.6 years) from early childhood education from two private schools in Rio de Janeiro and its surroundings had joined the research and filled out instruments before the project has started to run. All of them have participated actively in all stages, showing interest in its contents and activities. Their reports in the final interview (which has been recorded, transcribed, and analyzed) showed some achievements in the children's emotional skills, as well as additional gains in selfknowledge and teachers' satisfaction with the activities they have carried out. We intended to reflect on the impact of this program and the challenges of the project, focusing on the development of students' emotional competence. We believe that this approach can be a differential in initiatives that look for improving academic life and promoting the health of students, emphasizing the importance of attention to children's emotional development in the school environment. [ABSTRACT FROM AUTHOR]

This article presents a literature systematic review on the curriculum in Early Childhood Education, based on surveys carried out in Capes Periodicals Portal and in Annals of National Meetings of the National Association for Research in Education (ANPEd). The purpose is elaborating an overview of the academic production on this matter in the last five years (2017-2022) to clarify study problems. Exhaustive texts readings were carried out, accompanied by a form with the following indexes: (i) research problems; (ii) curriculum design; (iii) theoretical framework; and (iv) methodology. The results indicate that: research problems refer to pedagogical policies and practices; theoretical references outside pedagogy are used, such as philosophy, sociology and politics; and methodologies such as ethnography and cartography are also used. We have concluded that, in comparison with revisions results from previous periods, the interest in the Early Childhood's curriculum grows, and in this context, critical and post-critical theories of curriculum can help deepening in the matter. [ABSTRACT FROM AUTHOR]

The present text is the result of a master's degree in education research at the University of Uberaba (Uniube) linked to the line of research Professional Development, Teaching Work and Teaching-Learning Process. We seek through research to defend a space for Early Childhood Education with didactic proposals that consider play, creativity, and language. When delving into the theme, we understand that it is necessary to break with the duality of becoming and assistentialism, recognizing the child as a "subject of rights", considering the child's conditions and the particularities of the psyche. In this way, the present text aims to highlight the importance of play, of language and of creativity in the context of Early Childhood Education, with a theoretical contribution from the Historical-Cultural perspective. The bibliographic and documental research sought to organize charts, tables, summaries, personal notes through reading records and thus establish relationships between the triad: language, play, creativity and contribute with didactic proposals for Early Childhood Education considering the current legislation. We conclude that the principles of the Historical-Cultural Theory contribute to an intentional practice that values childhood in its different languages, recognizing an interventionist action and respect for singularities. [ABSTRACT FROM AUTHOR]

To identify the perceptions of professionals working in educational institutions regarding hemophilia and to formulate strategies for health education on this topic. This is quantitative-qualitative research, analyzed descriptively through the Software MAXQDA version 18.1.1, under the content analysis strategy. A total of 40 investigated in the research, it is perceived that only 11 were able to define hemophilia, half did not know about the forms of bleeding, 27 did not know the characteristics of a bleeding and only 10 reported knowing how to act in the face of such an event, revealing lack of knowledge of the professionals of educational institutions about this health condition, who claim to have never been trained to understand the disease. This work promotes an interdisciplinary dialogue between health and education on hemophilia, in which the lack of knowledge on the theme of professionals from educational institutions and proposed health education strategies was recognized. [ABSTRACT FROM AUTHOR]

Introduction: Early childhood education has been recognized as a fundamental aspect for the overall development of the child, with the school being the space where conditions are provided for intentionally planned pedagogical offers, offering conditions for children to exercise the role of social actor and subject of rights. On this premise, pedagogical documentation, a strategy contemplated in current participatory pedagogies, has emerged as a relevant tool in the Early Childhood Education scenario, requiring practical appropriation to obtain successful results. Objective: To understand this centrality of pedagogical documentation as a contemplated strategy for implementing participatory pedagogies in Early Childhood Education, according to the literature on the subject. Method: Literature review, carried out in the Scientific Electronic Library Online (Scielo), Educational Resources Information Center (ERIC), Scopus and Google Scholar databases, in the period between October 2022 and November 2022. Results: Three analytical bases, namely: An investigative practice, pedagogical documentation and observation and records in pedagogical documentation. Final considerations: It was evidenced that, in practice, the pedagogical documentation impacts on conditions for children's reflection on their experiences, impelling them to be inserted in investigative activities based on their problematizations, during the pedagogical process in Early Childhood Education and, as a twoway street, it offers conditions for the self-training of male and female teachers, with an emphasis on reflection on teaching practices. [ABSTRACT FROM AUTHOR]

The general objective of this study is to understand the importance of using music as a teaching and learning tool in early childhood education. The methodology used is of a qualitative nature, based on bibliographic research and field research, serving as a support to reflect on the ability to think, create, produce and provide pleasant moments and learning in the school environment. It appears that music is an interdisciplinary learning instrument, with which various activities can be worked, in addition to having the potential to develop different skills in children. The dialogues are from professionals both in the pedagogical and music areas, which add up to a significant, contributing and precise study in the scope of research and for the knowledge of the reader of this article. [ABSTRACT FROM AUTHOR]

With a theme relevant to Early Childhood Education, its educators and its target audience, this work chose to analyze the benefits of physical activities for child development, encompassing psychic and motor aspects and stressing its importance from early childhood, from of bibliographic research on the subject. Physical Education in Early Childhood Education provides the development of body skills. Thus, the present study evidenced the importance of physical activities for the process of psychomotor development in early childhood education, as well-planned classes in the subject "Physical Education", through recreational activities, games and activities, play a role essential for the intellectual and motor development of students. [ABSTRACT FROM AUTHOR]

This article considers two of the methodological steps in a Community of Philosophical Enquiry: developing the questions and voting on the questions. Both of these practices are enacted by the 8-9 year old children who are the participants in a philosophical enquiry, which I facilitated at a government primary school in South Africa. Matthews (1994) reminds us that children as philosophical thinkers/doers have been left out of the dominant narratives about children and childhood. A question that guides this research is where is the place for philosophical questions (developed by children) and the kind of philosophical thinking/drawing/creating/being for child (and adults) in schools? How do we make space for such questioning-so that the richness of these pedagogical encounters can really matter and make a difference to the teaching and learning taking place? Gandorfer in an interview with Barad (2021), suggests that critical thought "is to encounter what is unrecognizable and imperceptible, yet sensible and constructive of sense without separating it from the physical world" (p. 20). I would agree and apply this to the critical thoughts of child. This thinking is not located in the child, in their mind and does not emerge only through the thoughts, child verbalises. A critical posthumanism theory/practice analysis ensures that as researcher, I do not stand outside of the research peering in at a distance. Similarly the children, the questions, the voting and the enquiries are not separate from the world, they are all already entangled with the world. When the children are voting on the questions, this performs as a pedagogy of interruption (Michaud, 2020). As the facilitator, I do not know which question will receive the largest number of votes for the philosophical enquiry. This makes possible an emergent curriculum in its be(com)ing. Toby Rollo's (2016) formulations about child as political agent and not just moral agent and the implications for more democratic and just schooling are theorised in this paper through the act of the children voting on the questions. I argue that children are not just excluded from participating in decisions about what and even how they are learning at school but from most pedagogical practices in classrooms and schools. I show how the children creating the questions and voting on the questions can be democratic practices with political and moral implications in a community of philosophical enquiry. [ABSTRACT FROM AUTHOR]

The main purpose of this work was to analyze the level of knowledge, application and disposition towards Information and Communication Technologies (in forwards ICT) by early childhood teachers in a selection of private schools. Three specific goals were suggested: to investigate the knowledge that teachers have about the use of ICT, to know the technological tools that teachers apply to children, and to describe the teaching strategies used in connection with technology. On the other hand, the methodology used was a mixed approach of non-experimental design. The data collection was carried out through three instruments: a questionnaire aimed at all the teachers of early childhood education, an interview directed at a selection of the teachers of the initial level and an interview directed at the directors or coordinators of the 7 private schools of the Miranda State. The data collected through each of the instruments were categorized and graphed, to subsequently be analyzed through a triangulation process. The main results were linked to how technology is perceived as an ally that benefits and supports the teaching process; most teachers have a medium level of technological knowledge, and wish to continue training in this area. Last of all, both educational centers and their teaching teams see ICTs as an opportunity for change and development. [ABSTRACT FROM AUTHOR]

This article aims to discuss the guiding principles of the Context Assessment Instrument for Speaking, Reading and Writing Practices, developed as part of a doctoral research. Its theoretical reference is the language studies of Bakhtin (1995, 2003) and Vigotski (1991, 2007, 2008), of context assessment by Bondioli (2008, 2015) and Ferrari (2013) and of reading and writing and Early Childhood Education of Corsino (2003) and Kramer, Corsino and Nunes (2011). The methodology used was a literature review and a survey and analysis of official documents on context assessment and reading and writing in Early Childhood Education. It was concluded that the teaching of reading and writing in early childhood should be based on contextualized and meaningful educational practices for children in order to enable their immersion in literate culture. [ABSTRACT FROM AUTHOR]