NOTAS SOBRE AS DATAS COMEMORATIVAS E SUAS FESTIVIDADES NO PLANEJAMENTO DA EDUCAÇÃO INFANTIL

Abstract

This article presents the results of a qualitative research that aims to problematize commemorative dates and their festivities in Early Childhood Education planning, as well as investigate how teachers include such dates in their planning. In relation to the analytical undertaking, semi-structured interviews were carried out with two teachers working in the first stage of Basic Education, one in the municipal network and the other in the private network. Through this research it could be seen that one teacher reproduces the commemorative dates and their festivities in her planning, and the other does not. It could also be inferred that both have different conceptions about the inclusion of such dates, however they have similar conceptions about planning, understanding the child as the protagonist, placing them at the center of the planning process. It was concluded that both institutions, and consequently, the teachers, carry out a movement of reflection and problematization about planning, which includes thinking reflexively about the inclusion and implications of the aforementioned dates and their festivities.