Organização e gestão escolar em instituições de educação infantil na perspectiva da teoria histórico-cultural

Abstract

This study, carried out in the Postgraduate Program in Education at PUC Goiás, in the line of research Theories of Education and Pedagogical Processes, presents an investigation into the forms of organization and management in Municipal Early Childhood Education Centers (CMEIs) and their impact on children's learning and overall development, according to the perspective of cultural-historical theory (THC). The research problem was to examine whether existing organizational and management practices in Early Childhood Education institutions meet the objective of influencing the "social situation of development", in its various aspects, in order to promote the best conditions for children's learning and development. The general objective was to identify current forms of school and teaching organization and management in Early Childhood Education institutions and contrast them with the scientific production on this subject linked to THC. The specific objectives were: a) to analyse and discuss the organizational and school management practices of Municipal Centres based on observation and interview data, highlighting the contrasts between theory and practice; b) to investigate the organization and management of Early Childhood Education considering the pedagogical, curricular and organizational aspects from the perspective of cultural-historical theory; c) to point the way to new forms of organization and management from the perspective of developmental teaching. The empirical research, using observations and interviews, was carried out in two Municipal Early Childhood Education Centers (CMEIs) in the municipality of Aparecida de Goiânia/GO. The observations were aimed at obtaining data on the physical space, infrastructure and day-to-day organization and management of the centers; the interviews were aimed at capturing the views of managers, teachers and other professionals at the CMEIs, including parents, in relation to the aims, quality of teaching and the role attributed to the school's organization and management in student education. The data was analyzed using the assumptions of cultural-historical theory and developmental teaching theory, as well as studies on organization and management from this perspective. In order to understand the socio-cultural and institutional context and its impact on children's learning and development, Mariane Hedegaard's contribution was sought. The research showed, on the one hand, visible similarities between the basic concepts of cultural-historical theory and the way CMEIs operate in relation to the learning and development of children aged zero to six, especially in terms of social interactions in teaching activities. On the other hand, it was found that many of the teachers follow the curriculum guidelines of the Municipal Department of Education, but not necessarily with conviction. The data obtained shows shortcomings in the development of organizational and pedagogical practices of a cultural-historical nature. However, despite these shortcomings, the two CMEIs were concerned to take into account, in the school's organization, the children's experiences in different educational institutions, especially the family and the school, and their repercussions on the children's integral development. In addition, special value is placed on the influence exerted by the environment, which corresponds to the concept of the 'social situation of development' within cultural-historical theory