ESCOLA DO CAMPO: CONSTRUÇÃO DO CONHECIMENTO CIENTÍFICO DE CRIANÇAS PEQUENAS A PARTIR DE EXPERIÊNCIAS DO CAMPO

Abstract

This article is a bibliographic survey of a basic nature, qualitative approach and from the idea of dialectical materialism, which aimed to understand the process of construction of scientific knowledge of Small Children from Preschool I and II (4 years to 5 years and 11 months) from field experiences. In this bias, it addresses the concepts of Vygotsky and Paulo Freire, legislation on Rural Education, experiences in the field and their contributions to the construction of scientific knowledge, as well as the role of the teacher in the teaching and learning process. Having as main theoretical contributions Silva (2012); Arroyo (2007); Pereira, Castro (2019) and Nascimento (2018). From the reading and reflections, it was possible to understand that Rural Education is a modality that seeks to emphasize the rural lifestyle as curriculum content. Thus, the construction of knowledge takes place through peasant experiences, as it contributes to making the physical, social and cultural existence of the place visible and sustainable. In the final considerations, the importance of solving problems and acquiring scientific knowledge in a significant, pleasant and dynamic way is highlighted, based on the daily experiences of young children, such as playing football in the fields, bathing in a pond, taking care of animals and crops, participating in food harvesting, among others. Keywords: Rural School. Experiences. Scientific knowledge. Small children.