A relação com o saber do(a) professor(a) na educação infantil: elementos para uma educação para a humanização

Abstract

The present work is a concept based on the experience in the Compulsory Curriculum Internship in Early Childhood Education and we seek to emerge the meanings constructed by the teacher in the teaching and learning process. The theoretical contribution consists of the theory of the Frenchman Bernard Charlot, in dialogue with other theories essential in the course of this work. We highlight Charlot's vision regarding learning with meaning, as this movement helps in understanding the world, life; as an intellectual mobilization, as feeling intelligent and loved. The methodological design under the qualitative approach suggests elements about the profession of Being a teacher in Early Childhood Education. The daily life investigated was the classroom of the 5-year-old infants from the municipal public network of Infantile Education, in Lages, Santa Catarina, in Southern Brazil. The methodological path was inspired by the instrument by Charlot (2009), called "balances of knowledge". The contribution is the theoretical-methodological approach, which permitted the understanding of the relationship with the teacher's knowledge from the perspective of (re)signifying by Learning=Intellectual Activity+Sense+Pleasure: this is the fundamental pedagogical equation in human beings.