Abstract:
This study tackles the research conducted with the purpose of analyzing the contexts produced by students regarding teaching in childhood education within a perspective on the humanization of children. The investigation involved 21 students from the fifth period of a pedagogy course. The data derived from a conversation circle, formative diary and production of toys and formative memorials during the course Didactics of Childhood Education. The results demonstrate that studies based on Cultural-Historical Psychology and Historical-Critical Pedagogy aid students in the understanding of child development tied to the biological maturation in order to develop psychism involving the production of higher psychological functions, interceded by playtime as a guiding activity of child development. Thus, it was concluded that the foundations of the historical-cultural theories mediate the expansion of contexts regarding the pedagogical activity with a focus on the humanization of children.
Keywords:
childhood education; didactics; humanization