Brincar com elementos da natureza e na natureza: possibilidades das crianças na educação infantil

Abstract

Nature is fundamental theme today, children whith respectful experiences with nature tend to develop attitudes of respect and preservation of the enviroment. Children and their experiences with and in nature in Early Childhood Education, reflections on pedagogical practice permeate this research. This is an investigation, conducted at an Early Childhood Education Center in the cith of Sorocaba/São Paulo, sought to understand how children aged 2 to 4 establish their experiences through play in nature in colletive contexts, using photography as a participation strategy. The methodology adopted followed the qualitative approach, whith action research as the chosen method. The theoretical framework of this study is baseado n Tiriba, Freinet, Barbosa and Horn, Gadotti and the Curricular Guidelines in Early Childhood Education to discuss Childhood and Nature. Piorsky, Kishimoto, and Louv tolead the discussion about playing in nature. Mallaguzzi and Bondia to discuss language. Barros, Barthes, Vill, Vieira contextualize photography in research. Weffort, Infantino, Cohn to discuss the sensitive gaze and child protagonism. The research data are the image productions made by the children and the teacher. This study made it possible to reflect on the practice of photographic recording as a listeng strategy in Early Childhood Education, as well as a form of expression that allowed the teacher to have a more sensitive look at children´s experiences. It also contributed to understanding the school as a place for experiences for the children were approached as a form of visual narratives, providing new experiences for the children and the teacher through the exercise of observation and listening, and also though the construction of their pedagogical documentation, for which photographic production whith and by the children was na essential elemento. By examining her own practice to give visibility to the children´s particopation, the teacher became a protagonist, and the children appropriated new concepts constructed in the educational contexto. As a final product of this research, a blooklet of suggestions on playing with and in nature in early childhood education.