ABORDAGEM REGGIO EMILIA: CONTRIBUIÇÕES DE LORIS MALAGUZZI PARA A EDUCAÇÃO INFANTIL

Abstract

This article aims to analyze and understand the "Approach in Reggio Emilia: contributions of Loris Malaguzzi for Early Childhood Education". The research aims to present the main approaches in reference to early childhood care, with its practice, from the ideal of play through the studio and valuing symbolic representation. In order to recognise the main pedagogical contributions of Loris Malaguzzi in (Reggio Emilia, Italy) to early childhood education, which led to the specific objectives, trainers of the three chapters of this, namely: Chapter I - Loris Malaguzzi: biography, a history of life and work accomplished. Chapter II - The proposals and the main aspects of Loris Malaguzzi’s pedagogical approach, which leads to an analysis of the approaches, listening, one hundred children’s languages, where he defends the child as the protagonist of his development process and the importance of documentation. Chapter III - An eclectic methodological approach, whose centrality is in the child, which makes up a justification that Loris Malaguzzi is an innovative intellectual, In search of emerging a new way of thinking and organizing pedagogical approaches to early childhood and healthy education that learning inspires the realization of actions that drive the execution of the right of young children to learn and develop with goodbe, through their communications and experiences. In the Final Considerations, we highlight the conclusions formulated from bibliographic, documentary, exploratory and qualitative studies with contributions in Edwards, Gandini and George (2016), Rinaldi (2018); John Dewey (2010); Vecchi (2017), Hoyuelos (2020) and Bendotti (2019) in the essay to drive further studies on Malaguzzi’s pedagogical approaches to the point of making them our practice in early childhood education.

Key words: Reggio Emilia. Participatory Pedagogy Listening. Early Childhood Education.