The objective of this study is to analyze the pedagogical practices of teachers who work in Early Childhood Education, as well as to identify the perception of teachers in relation to the pillars of early childhood education: caring, educating and playing. The theoretical framework is based on the following authors: Kramer (2001), Oliveira (2013), Bujes (2001), Felipe (2001), and the National Curriculum Framework for Early Childhood Education / RCNEI (1988) to understand the pedagogical practice of this stage of teaching. As methodological procedures was carried out: a bibliographic research and then a field research in municipal school of Early Childhood Education that serves children from three to five years of age. In the field research, we used the semi-structured interview and the observation of the practice in the classroom of two female teachers of that institution, being an active in the Maternal and the other in Period I. After that, the data was analyzed that pointed out that the pedagogical practice of the teachers analyzed is still permeated by a schooling view, according to which, the purpose is to prepare the children for elementary school, in addition to the observed teachers maintain the outdated vision of education to the young child, where the focus it is not in the student but in the teacher.
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