Pedagogical Actions in the Symbolic Universe of Children Aged 4 to 6 in Eirunepé, Amazonas

Abstract

The aim was to reveal possible opportunities for the development of pedagogically guided playful activities intended for children aged 4 to 6 in Eirunepé, AM, an action research approach was employed. This approach is grounded in theoretical principles encompassing planning, implementation, and evaluation. However, this approach remains open to adjustments in the process and potential adaptations in its reproductions. The primary results indicate that children can correlate practices with their previous experiences, engaging actively in the activities. Nevertheless, it is crucial to incorporate adaptations, both in terms of materials and methodological approaches. This will enable swift restructuring of strategies in the face of potential disinterest on the part of the children, aligning with experiences that keep them engaged in the learning process. The conclusion underscores the necessity of addressing each action pedagogically, even when armed with a pre-established plan, and making necessary adaptations that are attuned to the children's age group.