Made available in DSpace on 2014-12-17T14:36:11Z (GMT). No. of bitstreams: 1 MariaMP.pdf: 633833 bytes, checksum: 5d0e5bdd83d3d13a66b2e3ada0568c73 (MD5) Previous issue date: 2008-11-19 / This investigation proposes to analyze the teaching practice in the Child Education, considering the childhood and the Child Education conceptions declared by the teachers. It was opted as methodological approach the qualitative conception of research, marking a critical perspective of the subjects, and their relations in the educational processes. It was privileged as instruments of construction of the data, the observation of the practices of the teachers developed in the ordinary day, the semistructured interviews, and the documental analysis to complement information, through the developing report of the students, done by the teachers in the end of the teaching year. This way, from the understanding of the childhood in a social perspective, and historically constructed, considering the concrete children insertion in the social reality and the child as a whole subject and by rights, it was developed the interpretative analysis of the data. The investigated reality showed that the childhood conceptions linked to the comprehension of child and child development, declared by the teachers, subjects of the research, have been associated, in some aspects, to the present thought of thinking and acting in relation to the small child, evidencing, consequently, several limitations of pedagogical order, and the demanding evidence of a bigger development of the teachers about the question. / Esta investiga??o prop?e-se a analisar a pr?tica docente na Educa??o Infantil, considerando-se as concep??es de inf?ncia e de educa??o infantil declaradas pelas professoras. Optou-se como abordagem metodol?gica a concep??o de pesquisa do tipo qualitativa, demarcando-se uma postura cr?tica sobre os sujeitos e suas rela??es nos processos educativos. Privilegiou-se como instrumentos de constru??o dos dados, a observa??o das pr?ticas das professoras desenvolvidas no cotidiano, as entrevistas semi-estruturadas e a an?lise documental para complementar informa??es, atrav?s do relat?rio de desenvolvimento dos(a) alunos(a), feitos pelas professoras no final do ano letivo. Nesse sentido, partindo-se do entendimento de inf?ncia numa perspectiva social e historicamente constru?da, considerando-se a inser??o concreta das crian?as na realidade social e vendo a crian?a como sujeito integral e de direitos, desenvolveu-se a an?lise interpretativa dos dados. A realidade investigada apontou que as concep??es de inf?ncia aliadas ? compreens?o sobre crian?a e desenvolvimento infantil, declaradas pelas professoras, sujeitos da pesquisa, t?m se associado, em alguns aspectos, ao pensamento atual de pensar e agir em rela??o ? crian?a pequena, evidenciando-se, por conseguinte, v?rias limita??es de ordem pedag?gica, e a evid?ncia de demandas de um maior aprofundamento das professoras acerca da quest?o