CHILDHOOD MEMORIES: NARRATIVES FROM EARLY EARLY EDUCATION TEACHERS

NARRATIVAS DE PROFESSORAS DA EDUCAÇÃO INFANTIL

Abstract

Early childhood education, as the first stage of basic education, is aimed at children's all-round development. It is therefore essential to have a school that is geared towards children and that develops teaching practices that take children's needs into account. Kindergarten teachers dedicate their planning and practices to thinking about childhood, so interactions and play are the way for learning to take place at this stage. We therefore set ourselves the following problem question: how do the childhood memories of early childhood education teachers about play reflect on their practices with their students in the Bom Jesus-PI municipal school system? The general aim of our research is to understand how the childhood memories of early childhood education teachers about play are reflected in their practices with their students in the Bom Jesus-PI municipal school system. In this context, this research leads us to the following specific objectives: to experience with the Early Childhood Education teachers some of the games played in the school grounds; and to analyze the narratives of the Early Childhood Education teachers regarding their childhood memories. With regard to the theoretical contributions we used in this research,

authors such as: Halbwachs (1990); Le Goff (1990); Kishimoto (2017); and others. Methodologically, we used narrative research with the aim of broadening our understanding of the feelings, stories and experiences that will be acquired through the memoir and participant observation. The research shows that the games that were part of the teachers' childhood are reconstructed and inserted into their classroom practices.

KEYWORDS: Memories; Childhood; Games; Early Childhood Education