A abordagem educativa HIigh/Scope na prática de estágio supervisionado em educação infantil: contribuições para as crianças e os estudantes

Abstract

The present research deals with a dissertation work developed in the Graduate Program in Education of the Federal University of Alagoas (UFAL). The study investigates the contributions made by the High/Scope Educational approach - American proposal for preschool curriculum developed in the 1960s, aimed at "at-risk" children in poor neighborhoods of Ypsilant, Michigan - for children and trainee students, from the analysis of monographs produced by students at the lato sensu postgraduate level, from the Specialization Course in Early Childhood Education of the School of Education of the University of São Paulo (USP), from 1999 to 2004, whose intervention projects were developed according to the assumptions approach. In order to carry out this research, we consider, in particular, the child-centered curriculum, from the perspective defended in the High/Scope approach and professional training in the context of a supervised internship, which, according to Ostetto (2008, 2012), places students in the process of "becoming a teacher". Within this context, through the analysis of the monographs "Space and the construction of autonomy in childhood" and "Teacher, something happened to you: the achievement of the autonomy of the child in an innovative space", we sought to identify the contributions of the process of implementation of the High/Scope approach for children and for the professional development of the trainee students involved in this process, especially with respect to the elements of the curriculum of this approach: plan-do-rever sequence, space organization and interaction adult-child. The research is part of a qualitative approach, with a descriptive approach. The choices of the documents were based on the proposals of documentary analysis of Cellard (2012). In turn, the analysis indicate that the implementation of the key dimensions of the High/Scope approach, centered on the elements of their curriculum, enabled the children to understand temporal organization, language development, organizing ideas for play, expression of interests, choices, decisions, self-confidence, autonomy and concentration in play. With respect to trainee students, the data point to a breakdown of the dominant patterns of the adult-centered school culture, enabling them to develop reflections towards a new observer look and a supportive posture for children's actions.