TEACHING AND LEARNING IN EARLY CHILDHOOD EDUCATION: A NEW LOOK AT TEACHING PRACTICES AND KNOWLEDGE

Abstract

This article seeks to reflect on the process of teaching and learning in Early Childhood Education, highlighting the resignification of pedagogical practices in recent years. Driven by new conceptions of childhood and curriculum, contemporary pedagogical approaches have moved away from traditional perspectives, centered on the transmission of content, and towards dialogical and participatory practices, in which the child is recognized as an active subject and producer of culture. In order to understand these transformations, a qualitative exploratory study was carried out, based on documentary and bibliographic analysis, looking at curriculum guidelines and academic studies that deal with the specificities of teaching in Early Childhood Education. The results indicate that pedagogical practices based on projects, play and active listening favor children's engagement and promote meaningful learning, although challenges such as precarious initial training and bureaucratic overload still limit the consolidation of this new paradigm. The conclusion is that valuing continuing teacher training and implementing public policies that promote adequate working conditions are fundamental to consolidating integrated educational practices that are contextualized and respectful of the specificities of childhood.