Espaço(s) na Educação Infantil: entre políticas e práticas

Abstract

The space, when well planned and organized, constitutes an educator partner, being a curricular element in nature. In this space-environment of understanding for early childhood education, this research analyzes how new meaning, the national building policy areas (Proinfância) in the daily life of a nursery room in a municipal nursery. The Proinfância is a federal government program created in 2007, whose main objective is to provide financial assistance, additional character, the Federal District and the municipalities for the construction and purchase of equipment and furniture for kindergartens and public preschools. The empirical part of the research is presented in two stages: (1) study of space in the policy cycle, and (2) intervention. In the first, we analyzed national policies for the area of early childhood education: Basic Infrastructure Parameters (2006); Quality parameters (2006); Quality Indicators (2009); Criteria for service in Creches that respects the fundamental rights of children (2009); National Curriculum Guidelines (2009); Toys and games in the nursery (2012); New National Education Plan (2014) and Proinfância (2007). Supported the Policy Cycle (BALL, 2011) research aimed to investigate the clashes and present struggles in the contexts of influence and production of texts, via interviews with the Secretaries of Education and analysis of documents of five municipalities of Rio Grande do Norte chosen affinity and academic connection. In the second, we made an intervention in the only nursery school built with such an investment in one of these municipalities Olho D água do Borges/RN in partnership with two nursery teachers, seeking to understand the meanings and meanings produced by them on the role the environment in their educational activities and the transformation of spatial arrangements made possible by the intervention research. The theoretical and methodological basis of the research, in addition to the policy cycle is based on the cultural-historical approaches L. S. Vygotsky (2007) and M. Bakhtin (2011), especially its principles designed as essentially social and discursive. For the production of speech data were performed themed events; observation and recording in the logbook; photographs of spaces; debates about them and transformations of propositions; poems of desires; making models of the desired room; introduction of themed pillows and shelves, and actions follow up. The study found that there are tensions between the text of the policy and its redefinition in the context of practice. The results indicate that interventions through co-constructed actions with the professionals of the field, enable new meanings in spatial arrangements, aiming at the quality of daily work with children