O sentido do tempo das crianças nos contextos de educação de infância

Abstract

This text looks critically at the organization and management of time in childhood education contexts and aims to reflect and articulate proposals to mobilize thinking about educational practices in these contexts.

In this sense, it is understood that the intensity and rhythm of children's experiences are absolutely relevant for the construction of a meaningful and quality curriculum and that, on the other hand, fragmented, disjointed and disciplinarily compartmentalized activities constitute missed learning opportunities. We intend to highlight theoretical perspectives and reflect on the importance of considering time, which belongs to children, from their perspective, so it is necessary to create flexible, harmonious and often unpredictable dynamics that significantly correspond to their intrinsic curiosity and to their natural exploratory impetus.