Entre troncos, jacarés e lagoa, vivo minha infância de boa : a experiência dos pátios naturalizados na rede municipal de Fortaleza.

Abstract

The first years of life constitute a fundamental period for human development, during which cognitive, emotional, social, and cultural foundations are established. In this context, Early Childhood Education assumes a strategic role by offering experiences that foster exploration, interactions, and the child's integral development. Embedded in the research line "Social Practices, Organizations, and Culture" of the Professional Graduate Program in Psychology at the University of Santa Cruz do Sul (UNISC), this Final Paper presents an intervention-research that analyzes the implementation process of naturalized playgrounds in Early Childhood Education Centers (CEIs) within the municipal school network of Fortaleza. This qualitative study was conducted through semi-structured interviews with technicians from the Municipal Education Department, pedagogical coordinators, and teachers from two Early Childhood Education Centers (CEIs), as well as participant observation with children from Infantil III classes. The theoretical framework articulates contributions from historical-cultural psychology and studies on childhood, educational space, and nature, drawing upon authors such as Vygotsky, Montessori, Malaguzzi, Louv, and Horn. The research understands space as an organizational and cultural dimension of social practices in Early Childhood Education, highlighting the environment as an active element in shaping children's experiences and producing meaning within institutional daily life. The results indicate that the implementation of naturalized playgrounds constitutes a pedagogical and organizational innovation capable of promoting meaningful experiences, strengthening bonds with the natural world, and enhancing children's well-being. Content analysis allowed the findings to be organized into three central categories: the implementation process, the daily use of the playgrounds, and the interaction with the school community, while also revealing challenges related to pedagogical appropriation and the institutional sustainability of the proposal. As an intervention outcome, a technical product was developed in the form of a pedagogical guidebook, designed to support educators in qualifying the use of these spaces, reaffirming the professional master's degree commitment to transforming practices and ensuring the social applicability of research.