Prática crativa na educação infantil: percepções de docentes e gestores de um Centro Municipal de Educação Infantil de Senador Canedo – GO

Abstract

This study is linked to Research Line 01, Education, School and Technology, of the Stricto Sensu Interdisciplinary Postgraduate Program in Education, Language and Technologies (PPG-IELT), at the State University of Goiás (UEG). Discusses creative practice in Early Childhood Education, which allows students to learn contextually to the environment in which they live, transforming the classroom into a space for human interaction. It considers the reality of students, encouraging dialogue, critical reflection and conflict resolution. As a general objective, we seek to analyze possible signs of creative practice that teachers, coordinators and managers carry out in early childhood education. The research investigated the following problem: to what extent are there signs of creative practice in Early Childhood Education, according to the teachers, coordinator and manager? The theoretical contribution highlights authors such as Severino (2017), Kramer (1995, 2006), who address Early Childhood Education, Suanno (2013, 2014, 2016, 2021), Morin (2000, 2007), Torre (2012), who discuss Complex and Transdisciplinary Epstemology. The research consists of a qualitative approach, outlined using a theoretical framework based on transdisciplinary and complex epistemology, and is exploratory research. As for technical procedures, bibliographical research, documentary observation and field study were used. We chose to use a semi-structured interview applied to teachers in nurseries and groups I and II and to the management team (coordinator and director). Data collection was carried out with 6 teachers, the coordinator and the manager. The results obtained allow us to point out that the teachers, coordinator and manager, even without conceptually understanding what defines a creative practice, understand and apply creativity in the context of CMEI, aligning themselves with the concept of creative thinking, as well as presenting a remarkable commitment to ensuring children’s rights. However, regarding understanding concepts, the teachers demonstrated difficulty in discussing educational policies and transdisciplinarity and creativity. We conclude that the institution presents evidence of a creative practice based on the reports of teachers and management, as well as evidence of an innovative culture in projects and operational configurations. The research participants were also committed to ensuring comprehensive education for children, recognizing them as subjects of rights.