Banca de QUALIFICAÇÃO: ISAURA LAYS SÁ FERNANDES DE SOUZA

Children; Child education; Pedagogical Practice; Humanization; Paulo Freire.

The purpose of this work is to investigate the challenges and possibilities of Freire's pedagogy in the elaboration of pedagogical practices in Early Childhood Education, having as a starting point the following research problem: How Freire's pedagogy can contribute to structure playful pedagogical practices that ensure an Early Childhood Education humanizing? The methodology used to carry out this research has a qualitative character, which was organized in two phases: the first of a theoretical nature, in which it was possible to build, from bibliographical studies, articulations between Freire's pedagogy and childhood studies. And the second, of an empirical nature, in which, based on a remote and face-to-face training course carried out in a rural school, it was possible to implement the Thematic Investigation process to locate problems experienced by the community, serving as a starting point for the elaboration of the pedagogical proposals for Early Childhood Education. This course involved the participation of educators, management and children, as well as local residents and representatives of the MTST, which was structured in four phases: 1) Survey of problematic situations, analysis and definition of the Generating Theme, called: “Land without water does not produce: the water of the São Francisco River so close and at the same time so far away”; 2) Planning of pedagogical activities based on the three Pedagogical Moments (3MP), involving playfulness and child participation; 3) Organization for the implementation of pedagogical proposals, summarized in the portfolio “Knowing the land I exist!”. The information was obtained in the form of video recordings, WhatsApp groups, field diaries, children's productions, participant observation, and analyzed by Discursive Textual Analysis (MORAES and GALIAZZI, 2011). Partial results have shown that it is possible to build pedagogical proposals from local issues that are part of the concrete reality of children, as they translate limiting situations experienced by the school and local community. in its educational processes, revealed in the simplest gestures, it contributes to integral and humanizing child development, training childhood educators also with knowledge about the need to guarantee the rights and needs of children by offering an intentional and playful practice in the organization of the daily life of Early Childhood Education.