TEACHER NARRATIVES ABOUT EARLY CHILDHOOD EDUCATION:

THE ENCOUNTER OF TEACHERS WITH PLANNING

Abstract

This article aims to analyze how early childhood teachers establish relationships with pedagogical planning. The methodology chosen for the analysis and production of the data was narrative research, having three teachers from the city of Rio Grande/RS public network who work in EI as research subjects. The article discusses planning as one of the basic elements of the educational practice and reflects on different possibilities of carrying out such practice. In conclusion, the paths taken in professional, cultural and personal training of teachers influence in the construction of planning, showing that the teaching practice is crossed by differing conceptions that impacts itself.