A CRIANÇA COMO PROTAGONISTA DO PROCESSO DE ENSINO E DE APRENDIZAGEM NA PRIMEIRA INFÂNCIA: UMA ANÁLISE DA PEDAGOGIA DE REGGIO EMILIA
A CRIANÇA COMO PROTAGONISTA DO PROCESSO DE ENSINO E DE APRENDIZAGEM NA PRIMEIRA INFÂNCIA: UMA ANÁLISE DA PEDAGOGIA DE REGGIO EMILIA
-
DOI: 10.22533/at.ed.1012325093
-
Palavras-chave: Educação Infantil; Criança; Reggio Emilia; Protagonismo Infantil.
-
Keywords: Child education; Child; Reggio Emilia; Children's Protagonism.
-
Abstract: This article refers to an analysis of pedagogy in Reggio Emilia, focusing on its pedagogical practices and the child as the protagonist of the teaching-learning process in early childhood. This educational approach is a teaching model that emerged in the Italian city of Reggio Emilia after World War II. In it, the child is seen as an active being, protagonist of his own knowledge, producing it through his experiences. Therefore, in this approach, the child, the teachers and the family are fully interconnected and have a collective role in teaching practices, considering that the school is perceived as a space of equality and not a holder of knowledge, as knowledge is constructed from lived experiences.
- Luana de Melo Ferrareto
- Vanessa Freitag de Araujo
- Lucas Men Benatti
- Luana Conte Simões