Contextos investigativos na educação infantil como prática pedagógica

Abstract

The object of this article is to study the use of investigative contexts as pedagogical strategies designed to stimulate children's protagonism through active learning and exploration as an enabler of the investigative process. The general objective of this research was to analyze the use of investigative contexts in early childhood education as a teaching strategy that uses exploration as the guiding axis of pedagogical work and focuses on the child as the protagonist of their educational process, taking as a reference the reports found in the bibliographical research discussed in the second section of this article and my participation as a support teacher in the class field of this research, which had 22 students aged between 4 and 5 years. For the construction of this article, I used bibliographic research to understand and better analyze the research questions and achieve the defined objectives, using as a cutout some studies that address the contributions of investigative environments to active learning, such as those by Lima (2021), Vanti (2021), Schneider (2015) and Higgins (2016). In this way, this research is justified by my curiosity and interest as a teacher-researcher who, during some years of teaching practice, had not yet come into contact with the strategy of investigative contexts.