Desvendando contextos de aprendizagem à luz das práticas de Reggio Emilia na educação infantil

Abstract

This study investigates the application of learning contexts inspired by the Reggio Emilia approach in the context of Early Childhood Education, analyzing their impacts on children's development. The research is based on the concept that children are the protagonists of their own learning, being encouraged to explore different expressive languages in environments that favor autonomy, collaboration and creativity. The main objective was to understand how pedagogical practices based on the Reggio Emilia approach can contribute to the development of communication, social interaction, autonomy and artistic expression of the participating children. The methodology adopted was qualitative, with assessment through an instrument developed by the author and participant observation as the main data collection tool. The children's interactions were recorded in field diaries and documented through photographs and written records, allowing a detailed analysis of the evolution of each participant throughout the period of application of the contexts. The results indicated significant advances in the children's linguistic and social skills, with greater capacity for argumentation, expansion of the communicative repertoire and strengthening of the sense of belonging to the group. Furthermore, artistic expression has developed considerably, evidencing a refinement in the exploration of materials and graphic composition. Despite the advances, a limitation was the fact that no proposals specifically aimed at musical experimentation were planned, which may have restricted the expression of this language by the children throughout the research. Thus, it is concluded that the Reggio Emilia approach, by encouraging autonomy and the multiplicity of children's expressions, contributes significantly to a more participatory, investigative education that is aligned with the children's potential.