Pedagogical project in the materialization of the Early Childhood Education curriculum: reflections from the historical-cultural theory

Abstract

This article aims to reflect on an experience with a pedagogical project developed with young children, 5 and 6 years old, in a public school of Early Childhood Education of the Federal District. It aims to contribute to the discussions about the Curriculum, reflecting the pedagogical experience from the perspective of Historical-Cultural Theory. Understanding children as subjects of rights, protagonists and active,, the pedagogical project materialized as a didactic organization that considered and valued children's experiences and knowledge, articulating them as a basis for pedagogical practices, evidencing a double protagonism of children and teachers. The experience allowed to know the peculiarities of the group and plan meaningful pedagogical journeys for children, subsidized by attentive listening and welcoming their needs, interests and motives.