Didática no cotidiano da educação infantil

Abstract

This study investigates the way by which didactics has been interpreted and used by teachers in classes for children between 4 and 5 years old. Data for this research were obtained from observing two teachers working in a Municipal School of Early Childhood Education of São Paulo (EMEI) during 2016. This observation was guided by the question: is there a specific and differentiated didactics in early childhood education? In order to answer this questioning, this work is supported by the following theoretical references: Marin (2005, 2015a, 2015b) contributes to a more in-depth study on didactics and the necessary teacher training; Gimeno (1999) provides his conceptualization on educational practice and actions; Vygotsky (2001, 2005, 2007, 2009) contributes with his cultural-historical theory; Leontiev (2001) and Elkonin (1987, 2009) collaborate with concepts about child development and learning. Studies by Rockwell (2009) on ethnography and school also contributed to the methodology. It concludes that didactics for this age emphasizes playfulness, with activities involving playing and art; however, it is misdirected by keeping activities more appropriate for students in elementary school