O professor como mediador na construção da aprendizagem: a importância das interações e brincadeiras na educação infantil

Abstract

Early Childhood Education, the first stage of basic education, is presented in the national curriculum guidelines as one that undergoes an intense process of revising conceptions regarding mediating pedagogical practices and the development of children, which indicates that the development of children at this stage is linked also to the teacher. Unfortunately, it is common to hear from advisors from other Early Childhood education units that when teachers introduce new situations to children by misunderstanding them in a way that they are not able to do them, especially when they ask "can you do it?", cast doubt on their capacity for achievement. It is on the inverse path of this practice that the motto of this research is found, which intends to analyze the routine of the learning mechanisms in all the spaces in the school, realizing to what extent the quotidian of the teaching practice has tried to mediate such learning, contemplating the suggested path the National Curriculum Guidelines for Early Childhood Education to ensure that all children live, learn, and develop. This research considers that the mediation is not only part of the teacher, but bets on teacher mediation, its autonomy so that the internal and external spaces of the classroom in the school, the organization of time and space, as well as the playful and motor repertoire are major parts in the composition of the machine's everyday machine call. In this dissertation, teacher mediation and its impacts on the learning of children of 4 and 5 years old are presented, approaches on the construction of thought and language, child development in an integral way, as well as the construction of meanings through of word