Abstract

The aim of this study is to discuss affectivity in the relationship between teacher and student with ASD in early childhood education. The research was qualitative in nature. The criteria for the selection of the participants were: being a teacher of early childhood education and having experience with students with ASD. The data were collected by semi-structured interviews, being systematized by content analysis. The results point to the conceptions of affectivity and its relation with the teaching and learning processes, as well as the relevance of the teacher's perspective to the specificities of the student with ASD in early childhood education. Finally, the study concludes that affectivity brings contributions to the total formation of students with ASD because these individuals have other ways of relating to the world and through affectivity they manage to interrelate with their peers and the teacher in the school.

Abstract

The theme presented in this article refers to storytelling for development and learning in Early Childhood Education and its influence in the construction of new readers. This article aims to analyze storytelling in an early childhood education institution in the municipality of Florânia-RN. As for the methodological aspects, the research is exploratory and qualitative. The data collection instrument was the questionnaire. The research subjects are teachers who work at an institution in the city of Florânia / RN. As for the theoretical framework, the concepts of Vigotski, Abramovich, Wallon, among others, are used, recognizing that children's literature is a way that gives children the opportunity to build their imagination, to develop emotional and cognition, in a pleasant and meaningful way. This study presents the conceptions about the importance of contact with stories and books, from an early age in educational institutions. In this sense, tales, retelling and rewriting are presented not only as a vehicle for the manifestation of culture, but as instruments for understanding, accepting their emotions and their social place and for the bonds and relationships that they establish with others. people. Finally, Children's Literature, more precisely storytelling, can contribute to the practice in the pedagogical daily life and training of readers in early childhood education.

Abstract

The objective of this work was to describe conceptions of pedagogues about play and play in early childhood education. The theoretical reference presents the contributions of Vygtosky and other authors that highlight the contributions of play in teaching and learning processes. The present study is a qualitative and exploratory research. The data were collected from the application of a questionnaire to pedagogues that work in early childhood education, with the purpose of understanding and elucidating the understanding of the subject addressed. As for the data analysis procedures, the content analysis was used and the categories were defined a posteriori. In the participants' responses, it is inferred that play is allied to the child's development and learning processes. As a conclusion we present the play and the playful in the pedagogical work and its implications for teaching in children's education.

Abstract

The objective of this work is to analyze the contributions of children's literature in the literacy process and in the reading instruction of children in elementary school. The contributions of Ferreiro (1999), Góes (2010), Ferreiro & Teberosky (1985), among others, to the literacy process are also worth mentioning. It will bring nuances between the child and the relation between it and the reading, making mention of the type of reading that is offered to the child. As for the methodological aspects, this is a qualitative research. The results present the conceptions of teachers about literacy and the training of readers from the first to the third year of elementary school. Finally, the possibilities of literacy will be dealt with, it is articulated with children's literature and can become an indispensable ally in the literacy process, through which the educator can develop creativity, playfulness, imagination and, consequently, the habit of reading , Forming the student a reader and not a mere decoder of letters.

Abstract

The aim of this study is: to describe teachers' perceptions about sexuality in early childhood education. As for the methodological aspects, this is a qualitative research. The Municipal Nursery in the Municipality of Currais Novos / RN was defined as the locus of the research. The data collection instrument was the questionnaire. The research participants were: managers, coordinators and teachers. The concepts of Freud (2006) and authors who present the articulation of sexuality and education were used as a theoretical contribution. The results show the professionals' perceptions and the absence of approaches in the context of early childhood education about human sexuality. The study concludes that sexuality is an essential dimension to the development of the human being, and that it is present in all phases of his life, with unconscious manifestations mainly in childhood.

Abstract

This article aims to analyze how two private schools, one in Natal / RN and the other in Parnamirim / RN, after BNCC orientation, included socio-emotional education in their curricular proposal, using specific didactic materials to carry out their work , namely: the School of Intelligence, by Augusto Cury, and LIV - Laboratory of Life Intelligence. It is worth noting that both materials, as described, aim to promote reflection, debate, listening and the development of emotions. For that, we use the theoretical assumptions of Howard Gardner (2000); the postulates of CASEL (2015); Anita Abed (2014), Silva (2018); Ferraz & Belhot (2010); Neves (1995), Kauark, Manhães and Medeiros (2010), among other authors, who constituted themselves as an important support point for the construction of the arguments of the present work. We observed, through the interviews, that although they have specific materials, some flaws in the execution in the work with socioemotional education are observed, especially with regard to the moment to talk about emotions, since it is predetermined, in a day and time only. In addition, it was noticeable in the statements of the interviewees from School A and School B that the pedagogical practices are not worked in an inter or transdisciplinary way, but, in part, if there is any demand. Thus, we came to the conclusion that the challenge involved in the promotion of socioemotional skills in the school space, as well as in the construction of a school aimed at the integral development of the human being, must still be considered as a revolutionary study in the face of the historical context in which we live. . Posture, listening, looking, the quality of the bond established with teaching and learning situations need to cover the different constitutive dimensions of the human being, as well as the multiple aspects of learning.