Uma análise histórico-cultural sobre a percepção dos professores acerca da formação humana das crianças da educação infantil da rede municipal de Inhumas - Goiás

Abstract

This dissertation is part of the Culture, School and Training line of research of the Postgraduate Program in Education (PPGE) at the State University of Goiás – Inhumas University Unit. Entitled, A historical-cultural analysis of teachers' perception regarding the human formation of children in early childhood education in the municipal network of Inhumas - Goiás, this research has its bases rooted in historical-dialectical materialism, as an epistemological theory, part of the theory historical-cultural and as an instrument for understanding the constitution of meanings based on interviews with teachers from the municipality of Inhumas, we used the meaning cores of Aguiar and Ozella (2006; 2013). The object of study of this research is the “child's human development”, while the theme is “quality public early childhood education that enhances the child's human development anchored in historical-cultural theory”. This research proposed as a general objective the aim of understanding how the early childhood education teacher understands the child's human development process and how they learn and also identifying whether the teacher understands the relevance of their work in the child's human development process, we had as specific objectives: I - understand the child's human development process and how the teacher perceives this development, II - understand the child and childhood historically, socially and politically, III - analyze the National Curricular Guidelines (DCN) and the Common National Base Curricular (BNCC) and as a guiding document in the state the Curricular Document for Goiás (DC-GO) in both the specific part for early childhood education, IV – identify whether the teacher is aware of the importance, relevance and how much they can contribute significantly to the child's human development. These objectives sought to contribute to answering the following problematizing question: Does the early childhood education teacher understand the child's human development and how they learn? Does the teacher understand the relevance of their work in the child’s development process? This research has a qualitative approach, initially a Boolean search was carried out to understand what was being researched within the theme of this research, later a bibliographical research was carried out in an attempt to understand the child historically, socially and politically, we also sought to analyze national documents and state guidelines for the pedagogical work of early childhood education teachers. With the purpose of understanding the teachers' perception of children's human development, interviews were carried out using a partially structured script with eleven teachers from four institutions that only provide early childhood education. We used as fundamental authors and works for the development of this research in Marxism: Marx and Engels (1999), Marx (2017), Mészáros (2008), in historical-cultural theory Vigotski (2017; 2018a; 2018b; 2021), Libâneo (2011; 2012; 2019; 2021), Mukhina (2022). This study showed that the municipal education network of Inhumas has great pedagogical potential for enhancing the human development of children, but it needs to build more solid theoretical bases, define fundamental concepts for the effective development of work, and be more clear about the objectives that The municipal education network of Inhumas wishes to prepare its own document for early childhood education so that the city has a consistent educational identity as well as clearer educational purposes and promote broad understanding and clarification of what a child's human development is and how it happens.