Organização das rotinas na educação infantil: contribuições da teoria histórico-cultural para a formação de professores

Abstract

This article presents as contributions the theme of Historical-Cultural Theory to support pedagogical practices that promote human development in childhood. We start from the premise that intentionally organized practices have the potential to drive children's internal development processes. We take as an object of study the organization of time in Early Childhood Education with the potential to guide the teaching actions and experiences lived by children in the kindergarten and from that, we list as a general objective: to discuss their involvement and participation in the organization of routines that structure school times. The research presented here is motivated by the following question: how can the routine be organized in order to promote the development of autonomy, intelligence and personality of children who attend early childhood schools? In the research methodology, a bibliographic survey was prepared in digital databases recommended by CAPES - Coordination for the Improvement of Higher Education Personnel, to understand and theoretically deepen the theme. With regard to theoretical-practical issues, we highlight the importance of continuing education for the theoretical appropriation of the teacher and how the studies shared in the formation moments are incorporated into the reports and practices of the participating teachers.