In this stage of school life, apprentices between the ages of six and ten begin to work on the curricular subjects, from 1st to 5th year. But through pedagogical projects, they continue, as in Early Childhood Education, to learn in the most pleasurable way: playing, debating with colleagues, participating in pedagogical expeditions, challenging and being challenged. Interdisciplinarity favors the construction of knowledge in all classes.
To learn more about how learning is provided to children at this stage, read the following interview with Goreti Sales's Coordinating Coordinator of Elementary Education at Create and Recreate School. It explains how the objectives of the curricular parameters are achieved, how the assessments are done and how the learner remains the protagonist of the development itself.
How does the pedagogical proposal of the School Create and Recreate work in the classes of Elementary School?
We have goals to achieve, according to the curricular parameters established by the Ministry of Education. And one of the goals is the formation of the reader and the writer. All subjects have specific goals. All of them are contemplated in the general proposal of Create and Recreate, which is based on pedagogical projects. Each class has its projects. In all, there are 16 projects per class, developed during the year.
How does the teacher interfere in these projects?
The theory that underlies our educational practice is the socio-constructivist one. We believe that the child builds knowledge, that there is what Vygotsky calls the proximal line, the distance from what he really knows and what he really comes to learn. And it is in this space that gives the performance of the teacher. One of the foundations of the socio-constructivist proposal is this: to recognize the proximal zone, which is the teacher's work zone.
Are students assessed through evidence?
The evaluations are done through tests, through the self-evaluation of the apprentice himself and through the daily monitoring of the teachers. Each project has its own set of activities and objectives. As the teacher perceives some difficulty in an apprentice, she will not wait for the child to take a test or the end of the month to come out. The teacher perceives in the day to day the level of development of each apprentice. And immediately, when the difficulty is observed, work is begun toward that child. Always with dialogue. Sometimes we work with extra activities during a period, so that the apprentice does not lose the thread of the skein and is unable to follow the class.
How can you identify the evolution of the class, if each child has their time to learn?
It is that everyone grows, but each one in its rhythm. We give classes for the whole class, but without losing sight of each apprentice. And to facilitate the individual perception and to favor the learning of each child, respecting the particular rhythm of them, we mix the level of interventions. It has the heaviest content time, which they have to research, read a book, which requires more explanation. But there is also the part of the content that we work in a light way, promoting debates, carrying out trips, through the pedagogical expeditions, with games, always with the objective of learning happens in the whole class.
Do the apprentices of Early Childhood Education reach primary school with what level of reading?
Most people already read. Reading and writing. It also interprets, but not yet the most complex texts. But in general, they enter the first year with a good reading and writing bag. There are kids who do not read so well, that's natural. And there is no risk of those who already read better be harmed, because the activities contemplate the development of the child who reads and does not read. The child who reads, for example, will work on the issues of interpretation. The one who does not read yet, will read with the help of the teacher, will mark words, will locate the structures within the text. We work the same text with the two children, without any problem.
But the child who arrives reading well in the first year could advance to the second year?
This is the questioning of some parents. Many think that because the child already reads and in his class has a child who does not read, he could move forward. But it is necessary to observe the child's mental development, his age. The fact that she reads is not enough. It's a set of things. It is the conversation, the drawing, the writing, the reading, the numerical calculation. It's not because she reads that she has to move forward, that's not the criterion.
The school works the interdisciplinarity in what form?
The disciplines are always interacting through pedagogical projects. The work is art, but we take the opportunity to work in Portuguese, reading and interpreting. In geography and history projects, a lot of art comes in. For example, we study the biography of distinguished Alagoas and go to the museum. There is also much interdisciplinarity with music, pedagogical expeditions. All this for learners to build knowledge. And to achieve this goal, we have to seek the references that each one has within them. Before presenting the new, we need to rescue the learning that already exists, so that the understanding advances even more.
Criar e Recrear: 30 anos de dedicação exclusiva à Educação Infantil em Alagoas.