Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has as objective investigates the relationship between space and curriculum of the Children s Education. It has as foundation the Diretrizes Curriculares Nacionais para a Educação Infantil (approved for CNE/CEB nº 20/09 and Resolution CNE/CEB nº 05/09) and theoretical base the historical-cultural conception, considering the pedagogic practices established in CEIM "Happiness", in the city of Saint Maria/RS. Specifically, we looked for to problematize child's conceptions, childhood(s) and Children s Education expressed by the PNEI (BRASIL, 2006), DCNEI (BRASIL, 2009) and in the institutional reality; to investigate the implementation of DCNEI in pedagogic practice of CEIM; to relate the organization of the physical spaces with the legal precepts of DCNEI (BRAZIL, 2009) - curriculum of the Children s Education, considering the pedagogic practices established by CEIM "Happiness". The research possesses social-historical character, it tends as theoretical base the dialectical historical materialism, and it counted with the activate participation of the professionals (educational, equip manager and employees) of CEIM. The methodological instruments used for the elaboration of information were participant observations, field diary, semi-structured interview, formative moment and digital registration. As technique of analysis of the data, we used ourselves of the content analysis, in that for the different methodological resources the information was classified. The first part of the work turns about child's conceptions, childhood and Children s Education for the roads of the politics of Children s Education and of the professionals of CEIM, problematizing and characterizing the pedagogic work developed in the institution. The second part treats on the curriculum of the Children s Education, above all, of DCNEI and the implementation process in pedagogic practice of CEIM and, still, the logic of the activities and the nucleus of the educational process in the Children s Education. The third part treats of the organization of the physical spaces of the Children s Education, it tends in CEIM the place of encounters, interactions and access to the culture more elaborated. As results, we detached that child's conceptions, childhood and Infantile Education structure and they organize the pedagogic practices, as well as the forms of organization of the group and of the activity in the Children s Education. The organization of the spaces of the Children s Education, in an intentional way, presents connection with the curriculum of the Children s Education and qualifies the pedagogic practices. / Este trabalho tem como objetivo investigar a relação entre espaço e currículo da Educação Infantil. Tem como fundamento as Diretrizes Curriculares Nacionais para a Educação Infantil (aprovadas pelo CNE/CEB nº 20/09 e Resolução CNE/CEB nº 05/09) e como base teórica a concepção histórico-cultural, considerando as práticas pedagógicas estabelecidas no CEIM Alegria , no município de Santa Maria/RS. Especificamente, buscamos problematizar as concepções de criança, infância(s) e Educação Infantil expressas pelos PNEI (BRASIL, 2006), DCNEI (BRASIL, 2009) e na realidade institucional; investigar a implementação das DCNEI na prática pedagógica do CEIM; relacionar a organização dos espaços físicos com os preceitos legais das DCNEI (BRASIL, 2009) - currículo da Educação Infantil, considerando as práticas pedagógicas estabelecidas pelos profissionais do CEIM Alegria . A pesquisa possui caráter sócio-histórico, tendo como base teórica o materialismohistórico- dialético, e contou com a participação ativa dos profissionais (docentes, equipe gestora e funcionários) do CEIM. Os instrumentos metodológicos utilizados para a elaboração de informações foram observações participantes, diário de campo, entrevista semi-estruturada, momento formativo e registro digital. Como técnica de análise dos dados, utilizamo-nos da análise de conteúdo, em que pelos diferentes recursos metodológicos foram categorizadas as informações. A primeira parte do trabalho versa sobre as concepções de criança, infância e Educação Infantil pelas vias das políticas de Educação Infantil e dos profissionais do CEIM, problematizando e caracterizando o trabalho pedagógico desenvolvido na instituição. A segunda parte trata sobre o currículo da Educação Infantil, sobretudo, das DCNEI e o processo de implementação na prática pedagógica do CEIM e, ainda, a lógica das atividades e a centralidade do processo educativo na Educação Infantil. A terceira parte trata da organização dos espaços físicos da Educação Infantil, tendo no CEIM o lugar de encontros, interações e acesso à cultura mais elaborada. Como resultados, destacamos que as concepções de criança, infância e Educação Infantil estruturam e organizam as práticas pedagógicas, bem como as formas de organização do grupo e da atividade na Educação Infantil. A organização dos espaços da Educação Infantil, de forma intencional, apresenta nexo com o currículo da Educação Infantil e qualificam as práticas pedagógicas.

The problem I investigated in this research is the extent to which participation in a secondary school musical production contributes curricularly and pedagogically towards equipping learners for meaningful and successful living in a rapidly changing and transforming society within a life skills education programme. The importance of creating a dialogic space where secondary school learners may practise life skills within the Life Orientation curriculum has been my main focus. My aim was to investigate and discuss the Life Orientation potential of the secondary school musical production as dialogic educative space for life skills attainment. I specifically employed a hybrid epistemology, namely constructivist hermeneutic phenomenology. In this qualitative study a small number of participants were interviewed individually and in focus groups because of their particular knowledge and lived experience regarding the research topic and the musical The Green Crystal as the chosen case study. This enabled me to construct and interpret their subjective reality and construct meaning within the particular social context of the secondary school musical production. The data I generated, coded and interpreted validate the notion that the secondary school musical production is a hybrid genre which is essentially a practise ground for life skills attainment through the media of music, movement and drama. It also emerged from the data that the secondary school musical production provides a dialogic and educative space to and for all participants to practise life skills within the subject Life Orientation. The participants indicated that their participation in the productions have been life-changing events. A notable contribution from the data was the confirmation that life skills learnt and practised during the musical production are transported into adult life. The life skills learnt through participation in a secondary school musical production are embedded in the memory of the participants and the lessons learnt purify over time. These individual and psychosocial life skills gained, honed and practised by participants assisted them in adapting to a changing and transforming society as functional and contributing adults (self-in-society). / MEd (Learning and Teaching), North-West University, Potchefstroom Campus, 2012

The problem I investigated in this research is the extent to which participation in a secondary school musical production contributes curricularly and pedagogically towards equipping learners for meaningful and successful living in a rapidly changing and transforming society within a life skills education programme. The importance of creating a dialogic space where secondary school learners may practise life skills within the Life Orientation curriculum has been my main focus. My aim was to investigate and discuss the Life Orientation potential of the secondary school musical production as dialogic educative space for life skills attainment. I specifically employed a hybrid epistemology, namely constructivist hermeneutic phenomenology. In this qualitative study a small number of participants were interviewed individually and in focus groups because of their particular knowledge and lived experience regarding the research topic and the musical The Green Crystal as the chosen case study. This enabled me to construct and interpret their subjective reality and construct meaning within the particular social context of the secondary school musical production. The data I generated, coded and interpreted validate the notion that the secondary school musical production is a hybrid genre which is essentially a practise ground for life skills attainment through the media of music, movement and drama. It also emerged from the data that the secondary school musical production provides a dialogic and educative space to and for all participants to practise life skills within the subject Life Orientation. The participants indicated that their participation in the productions have been life-changing events. A notable contribution from the data was the confirmation that life skills learnt and practised during the musical production are transported into adult life. The life skills learnt through participation in a secondary school musical production are embedded in the memory of the participants and the lessons learnt purify over time. These individual and psychosocial life skills gained, honed and practised by participants assisted them in adapting to a changing and transforming society as functional and contributing adults (self-in-society). / MEd (Learning and Teaching), North-West University, Potchefstroom Campus, 2012