Análise das práticas pedagógicas de educação integral no Centro Municipal De Educação Infantil Hermann Gmeiner em Manaus-Amazonas

Abstract

Early Childhood Education guiding documents emphasize the importance of pedagogical practices that promote the integral development of children, covering the physical, emotional, social and cognitive dimensions. This leads to the conception of Integral Education, which seeks to value all dimensions of the subject in the educational process, not restricted to just the cognitive dimension. In order to understand the daily life of an institution that was in the spaces of the SOS Manaus Children's Villages in 2019, the following problem arose: How were pedagogical practices present in the planning and what factors influence this pedagogical practice? In this way, we sought to analyze the pedagogical practices carried out in 2019, at CMEI Hermann Gmeiner, based on the concept of Integral Education through the educators' plans and reports. The investigation was based on productions in the area and legal documents, coming from the national and municipal scope, so that the methodological paths had a qualitative approach of the case study type, using a questionnaire, document analysis and semi-structured interviews to understand the pedagogical practices of educators. In this context, we identified from the analyzes that initial training and, mainly, on-site training open new paths for meaningful experiences in childhood institutions. These practices emerge from the singularity and specific needs of the school community in question, articulated with the CEFA collective. Another point addressed refers to plans, which were drawn up collectively. The time allocated to these actions was not enough to cover the complexity of the daily life of Early Childhood Education. Despite this temporal challenge, the pedagogical practices proposed in the planning sought to develop skills related to the physical, cognitive, social and emotional dimensions of children, directly aligning with the concept of Integral Education. In this way, it is possible to identify that Early Childhood Education is intrinsically linked to Comprehensive Education at CMEI Hermann Gmeiner. Thus, viable ways to provide free, quality public education for children are evident.