As concepções de Loris Malaguzzi para a educação infantil: contribuições para as práticas pedagógicas

Abstract

This investigation, affiliated to the Research Line Theories of Education and Pedagogical Processes, of the Postgraduate Program in Education, of the Pontifical Catholic University of Goiás, chose as a research object to demonstrate that Malaguzzi's contributions to Early Childhood Education make him an intellectual systematizer of theories formulated in the field of Early Childhood Education. The object pointed out the research problem: "What would be the contribution of Loris Malaguzzi's pedagogical proposal to Early Childhood Education?". To apprehend the problem, the History of the Intellectual method revealed itself as the one that would help in the construction of the object, given the possibility of interpreting a historical text in its production context, in order to verify the intention that is evident in the author's text to register your ideas. Initially planned for a visit to Italy, made impossible by the Covid-19 Pandemic, it was necessary to change the research to a bibliographic and documentary study, with input in Malaguzzi (1995), Vieira (2008), Istoreco (2020), Paola Gagliari (2018); Edward, Gandini and Forman (1999); Hoyuelos (2013) and Vecchi (2017). As for the general objective, that is, we seek to analyze Loris Malaguzzi's conceptions and the contributions of his pedagogical proposal for Early Childhood Education, which led to the specific objectives, generators of the three chapters of this thesis, namely: Chapter I - Loris Malaguzzi: a life story and an education project that gains visibility in the world. Chapter II - Loris Malaguzzi: in search of a theoretical explanation of his pedagogical proposal for childhood education. Chapter III - Loris Malaguzzi: an intellectual who systematized a pedagogical proposal based on aesthetic experience for early childhood education. In the Final Considerations, we present the conclusions drawn from the investigative study, in order to encourage more research on Malaguzzi's pedagogical proposal, whose model for early childhood education had reception and circulation that is still maintained in the educational field. Thus, through the historical retrospective, we present Loris Malaguzzi as an intellectual of education, explaining the propositions that he elaborated when spreading his own way of thinking about the pedagogical organization of Early Childhood Education. The distinct perception of this intellectual about the child, in comparison with the historical records and the practice of the time, reveal the innovation of his proposal as an educator. This is a study that makes learning possible, with the proposal of this intellectual who was the protagonist of a philosophy of education capable of innovating and creating, challenging to build new spaces to learn and apprehend the Hundred Languages that a child is able to build. The research carried out endorses the role of Graduate Programs in Education to present the role of intellectuals in the construction of a pedagogical project for early childhood education, such as Malaguzzi, an intellectual who militated for the institutionalization of Early Childhood Education and the construction of identity of the child starting from the understanding of the child as a being in a process of integral formation