Tagarelices de crianças no currículo da educação infantil: uma proposta de Círculos Curriculares Formacionais a partir da escuta de crianças em uma instituição pública.

Abstract

The Intervention Project called Chattering by children in Early Childhood Education: a proposal for Training Curricular Circles from listening to children in a public institution deals with the meanings of curricula present in children’s chatter as a study object. To achieve its purpose, the general objective was defined as knowing the meanings of curricula present in children’s chattering in daily life of a public preschool, and as specific objectives: a) learning how children chat about curriculum in daily life of a preschool; b) identifying, in children’s chattering, meanings of the curriculum produced and experienced in everyday life; c) developing a proposal for Training Curricular Circles on listening to children in the Early Childhood Education curriculum for all teachers, class assistants, professionals supporting disabled children, pedagogical coordination and school managers field of research. This qualitative approach research took as empirical field a preschool group (Group 5 - children aged 5 years and 11 months) from a municipal public institution of Early Childhood Education in São Francisco do Conde - BA. Among participants, there were 14 (fourteen) children, 7 (seven) boys and 7 (seven) girls. Data were produced using the participant observation technique supported by theoretical-methodological assumptions of narrative (auto)biographical research, understood as a privileged form of qualitative research with children. For the qualitative analysis of the children’s narratives, Thematic Analysis and the gradual procedure of reducing the transcripts were used, arriving at synthetic sentences and identifying the key meanings that indicated the categories of analysis. Theoretical-methodological framework is based on concepts and arguments of authors who conceive the child as a citizen with rights, actively involved in the world, who dialogues with pedagogy of childhood, with listening to the child, with sociology of childhood, and validate the curriculum in Early Childhood Education as a daily construction created with children. The research revealed that, in their chattering, children conceive, and experience meanings of curricula created from meanings of the world in which they live their childhoods, articulating desires, knowledge, inventiveness and actions of their being as children. It is concluded that daily children provoke the curriculum to disarm itself of rigidity, coldness and ineffectiveness of curricular prescription, and invite it to create curricular trajectories in which listening to children is the axis of connection between them, the world and formative knowledge in Early Childhood Education. An innovative proposal for continuing education is presented for preschool research, where children and listening to their voices are structuring axes of training process.