Resumo

SANTOS, Danielle Aparecida do Nascimento dos  e  CARVALHO, Denise Alessi Delfim de. PROJECT PEDAGOGY IN EARLY CHILDHOOD EDUCATION: meanings generated in the thematization of practice. Revista Teias [online]. 2022, vol.23, n.71, pp.348-361.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.62636.

This article describes a study on project pedagogy and its contributions to the organization of school space in Early Childhood Education, by means of the thematization of practice, interdisciplinary work, with a focus on meaningful student learning. Using a qualitative approach (LUDKE; ANDRÉ, 1995), the data were collected in a school in Presidente Prudente/SP and are predominantly descriptive. The analyses were performed inductively, focusing on the thematization of the practice (WEISZ, 2009), starting from exploratory analysis (LAKATOS; MARCONI, 2010), with bibliographic step (GIL, 2008). It was concluded that the analysis of the work with projects gives meaning to the organization of the pedagogical space as the relationship between the Early Childhood Education and Project Pedagogy is perceived: its potential in making the school space a place of meaningful learning.

Palavras-chave : project pedagogy; thematization of practice; meaningful learning.

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