Uma reflexão sobre o espaço da infância na educação infantil.

Abstract

This study had as its goal a reflection about childhood, by observing in what forms the concept makes itself present in the work environment of preschool teachers. Historically, the concept of childhood undergoes constant transformations, going from a period in which it was not visible to being acknowledged. To understand and identify which childhood is being considered by preschool teachers, as well as <analize> childhood by observing how it estabilishes relations between legislation, society (common sense) and education (epistemologists) semi-structured interviews were conducted, under consent, in 3 (three) Municipal Preschools, located in a city in the state of Rio Grande do Sul - Brazil, with 3 (three) professionals from each institution. The data analysis was made using the Content Analysis method. Three categories were constructed that comtemplate which childhood is being considered in the scope of education; analysis of the childhood lived by the professionals; and the study of current childhood as an analysis device. Through the meetings it was possible to notice the need to make room to reflect about childhood and perceive how much the theory in discussion permeates the theory currently being practiced.