Paulo Freire: di?logos no ?mbito da educa??o infantil - estudo de caso do munic?pio de Conc?rdia - SC, 2000-2016

The study presented is the result of a research on the subject of child education from Freire?s pedagogy perspective of based on a study of case that deals with the experience built in Conc?rdia-SC city, in the period from the years 2000 to 2016. The approaching to the object was guided by the main objective of identifying possibilities and challenges fromFreire?s pedagogy in the organization scope of pedagogical praxis on childhood education contexts; and by the following specific objectives arising from research goals: I) to identify the characteristics of human development in the historical-cultural theory perspective assumes in the childhoodFreire?s pedagogy; II) characterize the Freire's concept of education and its implications for the organization of educational process in the context of early childhood education; III) to analyze the pedagogical proposal of children's education in Concordia city and other documents that record the process of curricular reorientation. The reach of such objectives was guided by the theoretical and methodological assumptions of historical-dialectical materialism taken here as a reference matrix for Freire's pedagogy, especially from the contributions of Kosik (1976) and Gadotti (2006) through the strict observation of the principles wholeness, contradiction and movement. The analysis of the documents (detour) was mediated by previous theoretical categories originating from what, in our view, there are fundamental marks of Freire?s pedagogy: human being (subject), dialogicity/problematization, intentionality, knowledge. Still, in the context of childhood as historical time of human development, based on the historical-cultural theory, this study had the designed of the primarily engaged of the child with the playing in childhood, as a transversal category that a dialogue between other categories located as central of Freire?s pedagogy. The results point to the real possibility of Freire's pedagogy implementation in the context of early childhood education committed to humanization, the dialog and knowledge as liberation instrument, although it has been found closer to Freire's pedagogy in 2010 curriculum systematization and higher gap in the curricular systematization in 2016. The main authors that support the theoretical basis are: Freire (1987,1981,1983, 1991, 1996), Alves (2012), Silva (2004), Damke (1995), Vygotski (1991, 1996), Leontiev ), Elkonin (1987, 1998), Martins (2006, 2009, 2011,2013), among others. The political-pedagogical proposal evidences a dialectical movement with advances and challenges.Signaling contradictions that need to be faced by all educators committed to the liberating perspective of education.It is necessary to break with the pedagogical culture installed in us, in school policies and practices, because we experience an eminently banking(as Freire?s theory) and traditional education. This process presupposes permanent formation and the emergence of a teacher as an intellectual who must have solid knowledge on the child development of children from 0 to 5 years, on the knowledge of teaching and the mastery of the fundamental concepts from different areas of knowledge. After all, we believe that the struggle is done by facing the historical contradiction inherent to the human being processes.O presente estudo ? resultado de investiga??o acerca do tema da educa??o infantil na perspectiva da pedagogia freirena a partir de um estudo de caso que versa sobre a experi?ncia constru?da no munic?pio de Conc?rdia-SC, no per?odo de 2000 a 2016. O processo de acercamento do objeto esteve orientado pelo objetivo principal de identificar possibilidades e desafios da pedagogia freireana no ?mbito da organiza??o da pr?xis pedag?gica em contextos de educa??o infantil; e pelos seguintes objetivos espec?ficos advindos de quest?es de pesquisa: i.) identificar as caracter?sticas que assumem o desenvolvimento humano na perspectiva da teoria hist?rico-cultural e a inf?ncia na pedagogia freireana; ii.) caracterizar a concep??o freireana de educa??o e suas implica??es para a organiza??o de processos pedag?gicos no ?mbito da educa??o infantil; iii.) analisar a proposta pol?tico pedag?gica de educa??o infantil do munic?pio de Conc?rdia e demais documentos que registram a caminhada deste processo de reorienta??o curricular. O alcance de tais objetivos esteve orientado pelos pressupostos te?ricos e metodol?gicos do materialismo hist?rico-dial?tico tomado aqui como matriz de refer?ncia para a pedagogia freireana, sobretudo a partir das contribui??es de Kosik (1976) e Gadotti (2006) mediante a observa??o severa dos princ?pios da totalidade, contradi??o e movimento. A an?lise do conte?do dos documentos (detour) se deu mediada por categorias te?ricas pr?vias origin?rias do que, a nosso ver, s?o marcas fundamentais da pedagogia freireana: ser humano (sujeito), dialogicidade/problematiza??o, intencionalidade e conhecimento. Ainda, no ?mbito da inf?ncia como tempo hist?rico de desenvolvimento humano, tendo como base a teoria hist?rico-cultural, este estudo tomou a brincadeira concebida como atividade principal da inf?ncia, como categoria transversal que tece o di?logo entre as demais categorias situadas como centrais na pedagogia freireana. Os resultados sinalizam para a possibilidade real de implementa??o da pedagogia freireana no ?mbito da educa??o infantil comprometida com a humaniza??o, a dialogicidade e o conhecimento como instrumento de liberta??o, embora tenha sido constatada uma maior aproxima??o da pedagogia freireana na sistematiza??o curricular de 2010 e um distanciamento maior desta na sistematiza??o curricular de 2016. Os principais autores que embasam a fundamenta??o te?rica s?o: Freire (1987,1981,1983, 1991, 1996), Alves (2012), Silva (2004), Damke (1995), Vygotski (1991, 1996), Leontiev (1978, 2010), Elkonin(1987,1998), Martins (2006, 2009, 2011,2013), dentre outros. A proposta pol?tico-pedag?gica evidencia um movimento dial?tico com avan?os e desafios. Estes ?ltimos sinalizam grandes contradi??es que precisam ser enfrentadas por todos os educadores comprometidos com a perspectiva libertadora de educa??o. ? necess?rio romper com a cultura pedag?gica instalada nas pol?ticas e pr?ticas escolares em decorr?ncia de nossa forma??o eminentemente banc?ria e tradicional. Esse processo pressup?e forma??o permanente e a emers?o do educador como intelectual que deve possuir conhecimentos s?lidos sobre o desenvolvimento infantil das crian?as de 0 a 5 anos, sobre os saberes da doc?ncia e o dom?nio dos conceitos fundamentais das diversas ?reas do conhecimento. Afinal, acreditamos que a luta se faz pelo enfrentamento da contradi??o hist?rica inerente aos processos humanos