O trabalho docente na Educação Infantil na perspectiva da Teoria Histórico-Cultural: pesquisa bibliográfica

Abstract

It is important to understand that Early Childhood Education, the first stage of basic education, is not a moment of literacy or preparation for Primary Education, but rather a moment of work with Comprehensive Education that considers multiple languages, developing the intellectual and physical elements. , social, cultural and emotional aspects of the child. Considering that Comprehensive Education implies full development with the use of multiple languages, in addition to valuing all cultural background, as a fundamental element of development, since learning and, consequently, development occur through social experiences. Therefore, history and culture are essential for the development process, as stated by the Historical-Cultural theory. From this, the general objective of this Course Completion Project (TCC) is to identify the relationship between pedagogical work in Early Childhood Education and Historical-Cultural Theory, and the specific objective is to reflect on the role of the teacher, relating it to practices. pedagogical practices that provide the comprehensive development of children in Early Childhood Education. For this purpose, a bibliographic and documentary research was carried out. Consult the periodic portal of the Coordination for the Improvement of Higher Education Personnel (Capes), the Online Electronic Scientific Library (Scielo) and the collection of the Library of the Federal University of Mato Grosso do Sul (UFMS), all available online . The research allowed us to understand that even in different contexts, the principles of Historical-Cultural Theory, brought to the area of Education, are possible, however, they still become a challenge in the field of Early Childhood Education. Understanding that the teacher is a mediator for learning and development to occur.