The purpose of this study is to see how the nurseries are working around the pedagogical idea, how they have formulated their goals regarding science and how they evaluate whether they realized the goals. In this study , I have chosen to use qualitative methods , which then formed the basis for how the study was conducted - from planning, execution and analysis. As the investigation person I have found myself in the midst of the activities, to get an overall impression of the educational idea and thus gain insight into whether and activities and the educators thoughts match each other. In the local documents which examined it was seen that the goals of the curriculum were clear and the result was visible that the educators want to lay the foundations of science and give kids a better understanding about nature , recycling and the animals that live in our neighborhood. But what emerged was that the work of the pedagogical idea did not feel anchored , several of the teachers expressed that they have been told to design it and it is much to make it look good outwardly . / Syftet med den här undersökningen är att se hur några förskolor arbetar kring den pedagogiska idén, hur de har formulerat sina mål gällande naturvetenskap och hur de utvärderar om de förverkligat målen. I den här undersökningen har jag valt att använda mig av kvalitativa metoder, som sedan har legat till grund för hur studien utförts - från planering, genomförande och analys. Som undersökningsperson har jag befunnit mig mitt i verksamheten, för att få ett helhetsintryck av den pedagogiska idén och därmed få inblick i om verksamheten och pedagogernas tankar överensstämmer. I de lokala dokument som granskades såg man att målen från läroplanen fanns med mer eller mindre utförliga och pedagogerna vill lägga grunden i naturvetenskap och ge barnen ökad förståelse kring naturen, kretslopp och djuren som lever i vår närhet. Vidare visade resultaten och arbetet kring den pedagogiska idén inte var helt förankrat. Flera av pedagogerna uttryckte en osäkerhet kring uppdraget och uttryckte att man blivit tillsagda att utforma den och det är mycket för att det ska se bra ut utåt sett.

O objetivo deste trabalho é apresentar o debate sobre o ensino de Geografia durante os anos 80 no Brasil, usando a noção de programa do filósofo francês Alain Badiou. Com isso, pretendemos identificar os pontos de discussão do ensino, entendendo-os como imperativos da pauta política concreta que a Educação experimentava durante aquela década. Nossa intenção com isso é apresentar uma outra narrativa do ensino da Geografia, além da que aparece na maioria dos trabalhos acadêmicos, durante o movimento de Renovação Crítica, em que este tema apareça como questão prioritária mediante as políticas de Estado como os Estudos Sociais, a questão curricular e o papel da escola na construção da sociedade brasileira. Para isso, foram feitas consultas ao acervo documental da Associação dos Geógrafos Brasileiros (AGB) na busca de fontes primárias. Partimos dos referenciais da história social das ideias, usando os conceitos de ideia pedagógica e ideia educacional, do educador Demerval Saviani, e de ideologia, dos sociólogos marxistas Henri Lefebvre e Michael Lowy. Como resultados, verificamos que a década de 80 pode ser distinguida em dois momentos: de 1980 a 1986, encontramos um grande movimento de debates e articulações com a categoria docente da escola básica via ação institucional da AGB e a militância de área da Geografia. Esse conjunto de discussões ganha acúmulo e maior sistematização teórica na segunda metade da década, ao mesmo tempo que surge como fórum nacional privilegiado dos professores de Geografia, o encontro denominado Fala Professor. / The aim of this work is to present the debate about the teaching of geography during the 80s in Brazil, using the French philosopher Alain Badiou\'s notion of program. Thereby, we intend to identify the points of discussion of teaching, understanding them as imperatives of the concrete political agenda that Education experimented during that decade. Our intention is to present another narrative of the teaching of Geography, in addition to the one that appears in most academic works, during the Critical Renewal movement in which this theme appears as a priority issue through State policies such as Social Studies, curriculum and the role of school in the construction of Brazilian society. For this, we inquire the documentary collection of the Associação dos Geógrafos Brasileiros (AGB) in search for primary sources. We start from references of the social history of ideas, using the concepts of pedagogical idea and educational idea from the educator Demerval Saviani, and ideology from the Marxist sociologists Henri Lefebvre and Michael Lowy. As a result, we show that the 1980s distinguishes itself into two moments: from 1980 to 1986, we find a great movement of debates and articulations with the basic schoolteachers category through AGB\'s institutional action and Geography\'s militancy. This set of discussions builds up and acquires greater theoretical systematizing during the second half of the decade, while at the same time emerges as a privileged national forum for teachers of Geography, the meeting called Fala Professor.