Princípios da educação infantil: as interrelações entre o educar, o cuidar, o brincar e as interações

Abstract

This work aims to analyze the importance of the inseparability between caring, educating, playing and interactions in the educational practices of Early Childhood Education institutions. Thus, the discussions contained in this research permeate the relationships and interfaces of educating, caring, playing and interactions based on theoretical contributions and field research that address the history of Early Childhood Education, the conceptions of child and childhood, as well as the teacher training in Early Childhood Education, from the perspective of initial and continuing training and pedagogical work with children from 0 to 5 years of age. Thus, authors such as Kramer (1992:2006); Angotti (2010); Nunes (2010); Kishimoto (2005), among others. The field research carried out in a private institution of Early Childhood Education allowed us to infer that there is a change of attitude in the conception of the child, which is seen as a subject of rights, but that it is still necessary to review some practices and conceptions that are in line with a making pedagogical coherent with the interrelationships between educating, caring, playing and their interactions. Thus, from the accomplishment of the field research, it was possible to perceive that, even today, some educational practices in Early Childhood Education reveal confusions and difficulties in interrelating the principles of educating, caring, playing and interactions, although there is an understanding of the importance the inseparability of such principles.