Resumen

KUSUNOKI, Karolyne Aparecida Ribeiro; LIMA, Elieuza Aparecida de  y  MORAES, Tatiana Schneider Vieira de. Freinet Techniques and Pedagogical work in Child Education: reflections on Work Corners. Rev. Diálogo Educ. [online]. 2023, vol.23, n.76, pp.444-468.  Epub 05-Abr-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.076.ds18.

This text synthesizes elements discussed in a master's research completed in 2018, dedicated to understanding Work Corners - a technique created and developed by the French Pedagogue Célestin Freinet (1896-1966) - as a way of forwarding pedagogical work in Early Childhood Education capable of fostering conditions favorable to the sophistication of processes related to the development of human qualities. The objective of the research was to explain how this way of conducting work at school can enable the activity of teachers and children, with a view to mobilizing and developing higher psychic functions, especially self-control of conduct. Through review and discussion of the literature, an investigation qualified as theoretical research was carried out. This exhibition is dedicated to highlighting qualities of this way of guiding work and relationships in kindergarten, as well as pointing out the powerful contributions of this Freinet Technique to the development of self-control of conduct in childhood. In the fabric of the discussions, the regularities of human development are approached from the perspective of the Historical-Cultural Theory, explaining the concept of main activity as a guide for learning that positively affects the development of the subject in specific moments of life. In addition to this argument, reflections on the teaching role as a conscious intervener in the proposition of Work Corners in childhood schools. Throughout the article, it is argued that this technique of pedagogical work enables the child to become the subject of his own activity, thus assuming the leading role in his learning process. From the results of the research, it appears that the teaching activity, supported by the assumptions of the Work Corners, promotes emancipated pedagogical situations, fundamentally intended for the full development of human psychic qualities, notably objectified in the sophisticated ways of thinking, being, feeling and act of the subject in the world.

Palabras clave : Child education; Work Corners; Conduct self-control.

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