Espaços e materiais na Educação Infantil

Abstract

This summary presents the results of a study carried out as part of a Course Conclusion Paper (TCC) in Pedagogy at the Federal University of Mato Grosso do Sul (UFMS), Pantanal Campus (CPAN) on the subject of Spaces and Materials in Early Childhood Education. This topic was chosen based on the mandatory internship experiences carried out by the student authors. In this sense, the following problematization was carried out: if the diversity of spaces and materials in Early Childhood Education is essential, what are the reasons why there are still Early Childhood Education schools without adequate spaces and materials? This research aims to identify academic and scientific production on spaces and materials for early childhood education. The methodology used was bibliographical research, consulting the journal catalog of the Coordination for the Improvement of Higher Education Personnel (Capes), the Scientific Electronic Library Online (Scielo Brasil), and the UFMS repository, all available online. The search descriptors used were "Spaces and Materials in Early Childhood Education" without quotation marks. From this, the most recent texts were selected, published in the last five years, that is, from 2019 to 2023, which were directly related to spaces and materials in Early Childhood Education, the delimitation referring to the year following the implementation of the National Common Curriculum Base (2018). We selected 16 texts published in the following years: 2019 (6), 2020 (3), 2021 (5), 2022 (1) and 2023 (1). Therefore, it was possible to see that the year after the implementation of the BNCC was the year in which there was greater concern about spaces and materials in Early Childhood Education. In addition, the selected texts reflect the importance of using spaces and materials appropriately, considering that they can help children develop fully at school. They emphasize that it is important to think about spaces and materials in Early Childhood Education, reflecting and discussing how these elements can contribute to and be transformed. The bibliographical research found that in the external and internal spaces of nursery schools, it is possible to explore various activities that develop interaction and play, but the lack of resources and planning does not contribute to children's development at school.