Organização do processo de ensino na educação infantil: contribuições da teoria histórico-cultural para formação do professor

Abstract

Over the years, Early Childhood Education has been assigned the function of preparing students for Elementary School. However, we consider that this stage of basic education cannot have an exclusive character of preparation for the insertion of the child in the literacy cycle, but a stage that is concerned with the social and cultural aspects of the child's cognitive formation. From this context, we intend to answer the following question: what is the impact of the organization of teaching in the learning process and in the development of children from 4 to 5 years and 11 months of age who attend Kindergarten? Faced with this questioning, the research was understood with the objective of analyzing, from the Historical-Cultural theory, the organization of teaching in Early Childhood Education, specifically in preschool, and its impact on the learning process and development of children aged 4 to 5 years old. This is an explanatory, bibliographical and exploratory research. In this segment, the study is based on authors from the Historical-Cultural perspective: Vygotsky (1991; 1998; 2001), Davidov (1988), Leontiev (1983), Mukhina (1996) and Pasqualini (2008), since their works offer a Support specific search field. The results point out that the organization of teaching is the crucial factor for the teacher to reach the objectives in the students' learning. Educational mediation in this teaching process makes it possible for a child to appropriate social roles and thus develop humanizing practices. In view of this, the present study is justified, as a way of contributing to teachers who participate and who will work in Early Childhood Education.