Concepções de criança, infância e educação infantil: perspectivas no contexto da educação pública: Conceptions of child, childhood, and early childhood education: perspectives in the context of public education

Abstract

O artigo analisa as concepções de infância, criança e educação infantil manifestadas por educadoras de um Centro Municipal de Educação Infantil (CMEI) do município de Paranaguá/PR. O objetivo foi compreender como essas percepções se articulam ao currículo municipal, às legislações vigentes e às propostas das pedagogias participativas. Adotou-se uma abordagem qualitativa, complementada por procedimentos quantitativos, por meio da aplicação de questionários estruturados às educadoras participantes. As respostas foram analisadas com base em referenciais teóricos da área e em documentos normativos que orientam a prática pedagógica na educação infantil. Os resultados evidenciam que as profissionais reconhecem a importância do desenvolvimento integral da criança e da valorização das múltiplas infâncias, mas enfrentam dificuldades em materializar essas concepções no cotidiano escolar, devido às limitações estruturais e formativas. Conclui-se que a efetivação de práticas pedagógicas alinhadas aos princípios participativos e inclusivos depende do investimento contínuo em formação docente e da melhoria das condições de trabalho, de modo a consolidar ambientes educativos mais acolhedores, equitativos e promotores de aprendizagens. Palavras-chave: Infância. Educação infantil. Práticas pedagógicas. Currículo. Abstract: This article examines the conceptions of childhood, the child, and early childhood education expressed by teachers working in a Municipal Early Childhood Education Center (CMEI) in the city of Paranaguá, Brazil. The study aimed to understand how these conceptions relate to the municipal curriculum, current educational legislation, and the principles of participatory pedagogies. A qualitative approach was adopted, complemented by quantitative procedures through the application of structured questionnaires to participating educators. The data were analyzed based on theoretical references in the field and on normative documents that guide pedagogical practice in early childhood education. The findings indicate that the educators acknowledge the importance of fostering the child’s holistic development and recognizing multiple forms of childhood. However, they face challenges in translating these conceptions into daily practice due to structural and training constraints. It is concluded that the implementation of pedagogical practices aligned with participatory and inclusive principles requires continuous teacher education and improved working conditions to create more welcoming, equitable, and meaningful learning environments for young children. Keywords: Childhood. Early childhood education. Pedagogical practices. Curriculum. Resumen: El artículo analiza las concepciones de infancia, niñez y educación infantil expresadas por educadoras de un Centro Municipal de Educación Infantil (CMEI) del municipio de Paranaguá, Brasil. El objetivo fue comprender cómo estas percepciones se articulan con el currículo municipal, las legislaciones vigentes y las propuestas de las pedagogías participativas. Se adoptó un enfoque cualitativo, complementado con procedimientos cuantitativos, mediante la aplicación de cuestionarios estructurados a las educadoras participantes. Las respuestas fueron analizadas con base en referentes teóricos del área y en documentos normativos que orientan la práctica pedagógica en la educación infantil. Los resultados evidencian que las profesionales reconocen la importancia del desarrollo integral del niño y la valorización de las múltiples infancias, aunque enfrentan dificultades para materializar dichas concepciones en la práctica cotidiana, debido a limitaciones estructurales y formativas. Se concluye que la implementación de prácticas pedagógicas coherentes con los principios participativos e inclusivos requiere una inversión continua en la formación docente y la mejora de las condiciones de trabajo, con el fin de consolidar entornos educativos más acogedores, equitativos y promotores de aprendizajes significativos para la primera infancia. Palabras clave: Infancia. Educación infantil. Prácticas pedagógicas. Currículo.This article analyzes the conceptions of childhood, children, and early childhood education held by educators in the municipality of Paranaguá who participated in the research, with the aim of understanding how these perceptions align with the municipal curriculum, current educational legislation, and the proposals of participatory pedagogies. The study employed a qualitative approach supported by quantitative tools, specifically through the application of structured questionnaires to the educators of the institution under investigation. The responses were analyzed in light of theoretical frameworks and normative documents that guide pedagogical practices in early childhood education. The findings revealed that, although there is a general understanding of the importance of the child’s holistic development and the recognition of multiple childhoods, challenges remain regarding the effective implementation of these conceptions in daily school practice. The educators demonstrated alignment with participatory and inclusive principles, yet pointed out structural and training-related limitations that affect their practices. In this regard, continuous professional development and the strengthening of working conditions are essential elements to ensure that theoretical conceptions are translated into concrete pedagogical actions, fostering more inclusive, sensitive, and meaningful learning environments for children in early childhood education