LAFFITES, Andressa Scremin 
LAFFITES, Andressa Scremin. Using food as a method of learning in early childhood education: focusing on the age group of 3 to 5 Years, in the city of Curitiba. Multidisciplinary Core scientific journal of knowledge. 07 Edition. 02 year, vol. 03. pp 61-83, October 2017. ISSN: 0959-2448
In the world of early childhood education the teacher must be willing to enter the world of children's imagination and needs more than ever propose activities that motivate them to participate. Proposals focused on cooking, a method in which children interact and participate in order to interact with the entire group. In addition to being a great proposal to aggregate the most different languages of knowledge. Playful form the child participates in activities of the mathematical knowledge, oral and written, among others of course. In Curitiba the professionals of early childhood education, have books of objectives to introduce inside the room learning languages. They are: mathematical knowledge, visual language, drama, music and dance, reading, speaking and writing, identity, social relationships and natural. Provide a didactic sequence that encompasses several areas is something a little difficult for teachers who work in the network. This article shows an interdisciplinary option, an idea in order to show that it is possible to work various areas.
Keywords: Languages, Teaching Cooking Sequence.
This article shows a resource to be used in early childhood education. Starting from a subject essential for human life, which is the power supply. Make this moment something pleasant for children, since most of the little ones have fun in the kitchen. A research based on theoretical arguments, as well as the exposure of certain types of work already carried out in the classroom, by Professor Andressa Laffites Samui, which highlights a few moments of your work, the day to day functioning in children's education centers Curitiba.
The cuisine is a great option for teachers who seek a pleasant subject and who can easily connect with all areas of training. Although not much sought after by teachers, perhaps generate some work, namely for carrying out this activity the teacher will need a longer time, because it is necessary to organize how will be crafted cuisine.
For Acharya quoted Bruzius for Kitchen: there you learn life. It's like a school in which the body, forced to eat to survive, just to find out that pleasure comes for smuggling. The bitch utility feed, good thing for health, by the magic of cooking, becomes art, toy, enjoyment, joy. Kitchen place of laughter.
As soon as cooking is an eternal joke. A practice that could be part of the educational proposals, because children have a very large involvement, learn to organize and to respect your friends in recipe preparation. The involvement is so great because they know that after the recipe they will enjoy ready something that was made for them. After all, child like a child. They like to know who can and who can.
Throughout the article were shown the possibility of sequels or projects bringing to the classroom, suggestions that give an idea of what you can make of your proposed something connected. As long as there are clear objectives and a good planning is possible and feasible. Rau (2012, p. 57) declares that "can be developed to provide the integral formation of the child, considering it as a subject in the process of active construction of knowledge".
The child is the subject of this case, she is the protagonist, and the teacher must and should listen to her, involving their planning ideas brought by small. And for this to happen it is necessary a watchful eye, you realize a curiosity that arose throughout the day, because inside the CMEI (Centro Municipal de Educação Infantil) the child is in constant development, living with several children and with adults.
Nurseries are an excellent space for the context of developing the potential of children, because in these places the small ones have experiences that they point to successes and failures, share feelings, untie the knots of coexistence with others, with the rules deal with various situations and problems. All this enables them to enlarge their cognitive skills, that is, every situation, the child learns and develops. (RAU, 2012, p. 58).
It is important to work with sequences involving the different training areas, the cuisine gives us this. But most of all, working with education requires love and passion for what you do, don't do the work just done. And planning should make businesses all the work, it is clear that planning can be modified during the process, because the teacher should keep in mind that a planning, can be flexible. But the teacher must have an organization in your work. Children understand when a professional is not prepared. And in early childhood education the playfulness is element in constant presence.
Rau (2012, p. 27) "the teacher can participate in discussions about playful, with colleagues, realizing that these refer to the importance of fun and games". Is a way of understanding of how to perform this work in class, it is common for some no understanding believe that playful is something sloppy, disorganized only when there is a planning, is made to be done, without having a goal oriented and much less an assessment.
2. THE EARLY CHILDHOOD EDUCATION: MUNICIPAL EARLY CHILDHOOD CENTRES IN CURITIBA
The infantile education municipal centres comes through a long process of transformation, since your first nursery opened in the 70.
At that time there wasn't even a concern with quality in education. The professional was hired under labor code, do not pass a placement test or training. Only in 1985 that there was the first contest for the position of Nanny, performed in the management of the then Mayor Mauricio Fruet, had your announcement published in the Official Gazette on the day 24/07/1985. At the time the notice provided to the job of Nanny, have schooling up to the fourth grade.
So after LDB of 1996, many things were gradually changing, as understand that early childhood education is as or even more important for the development of the whole life of children, the education centers also to be administered by the Secretary of education. As notes Freire.
In recent years the early childhood education went on to convey the idea of the importance of educating a child in the first period of your life. In childhood as in any other phase of life, worth living as if every day were the last of all. And this is the first part of childhood that we learn things that will be decisive for the whole life. (FREIRE, 2009, p. 15)
For both the compulsory offer of slots given by the Federal Government, is only for children from 4 years, getting certain Federal law 12,796, adjusted the guidelines and Bases for national education of 1996. Which means that this age group below there is a requirement in education.
Inside the classroom, the organization is made as follows: two professionals in time of 8 hours each, being divided into two ranges to 8 hours each, for a total of 40 hours per week, these professionals will develop during the stay , day of the week for planning, which will develop, how will the proposal finally organizing a proper routine, with pedagogical proposals.
The early childhood education, cherishes the conviviality of the parents within the CMEIs, since this makes the change, because education is participation of all. As well as in schools, there is a pedagogical team for guidance work, a Director and staff participating in the administration. Are they responsible for the register, as well as the document request for this to happen. Article 227 of the Federal Constitution of Brazil establishes: "it is the duty of the family, of society and of the State to ensure children and adolescents, with absolute priority, the right to life, to health, to food, to education, leisure, professional training, culture, dignity, respect, freedom and family community coexistence ". So the family should be together in the educational process.
According to Rau (2012, p. 22), "the family is fundamental for the child has an emotional security, when she spends attending school in early childhood education. It is also important to communication between the family and the teachers ".
The schools are living spaces, where they circulate the most different age groups. And this provides an exchange of information and experiences quite important for education. As noted Abramowecz and Vandenbroeck.
Space of early childhood education, is regarded as a collective space of education, both for children as for adults. In him we live the most distinct power relations, among them, those of gender, class, age, ethnicity. On the floor of the day-care center and preschool, face adults, children, as well as academic and non-academic staff, employees of the Department of Education, politicians, residents of the neighborhood, and family members or who lives with the child. (ABRAMOWECZ; 2014 VANDENBROECK, p. 112 (.
So it's important to be aware that the raise is in a set, where family and education go together, all for an end to child. The school must be open to receive the family whenever the same find it necessary.
2.1 the organisation of work in the MUNICIPAL CENTRES of CURITIBA
Currently the Child education centers-are organized for CMEIs full attendance. With 7 A.M. schedule until the 18 hours. Where children stay with a routine established, with activities for your development and with proper nutrition. Education centres serve children from 3 to 5 years of age.
According to the website of the city of Curitiba. The capital account with 203 CMEIs, being divided by regional: Regional Headquarters, Cic, American, new neighborhood, Santa Felicidade, Tatuquara, Cajuru, Boa Vista and Gate. It is up to each one of these is the attendance monitoring regional like these kids. These centres are outdoors, with parks, lawn and driveway, as well as kitchen, laundry, dining room, playroom. Space and environments and may change according to the CMEI.
Throughout the time that the child remains in CMEI, are prepared with pedagogical activities, giving the child a development suitable for your age group. This trajectory in early childhood education has been developed with a perspective to improve every day.
The educational path of early childhood education highlights the searches that are being developed by theorists and professionals involved with the pedagogical work consciously. The theories regard the child of this level of education as a subject of rights – and I would say much more than that: it is a subject that learns. (RAU, 2012. p. 39).
This path gives a certain freedom to professor, early childhood education doesn't work with textbooks. The proposal is that the child is the protagonist of the teaching, so from your curiosities the teacher will introduce sequences/projects to involve the children.
The professor has notebooks to your training, as well as the curricular guidelines, where are goals to be achieved in the age ranges and training areas. So with goals and areas of professional training will develop projects or sequences.
The teacher will also encounter a different model of established in schools, in the rooms are adapted for CMEIs meet the little ones means that needs to be an environment as cozy as possible. So there is no queued tables, the tables are placed so as to leave more room to play, so when you expose a activity, where the teacher will mediate with the kids, he will change your method of work, preferably hold a wheel sitting on the carpet. Children's productions can be made into rooms, or choose different places to carry out the proposals.
Another important fact is that the teacher should have this child as organizer of their knowledge. Now it is she who performs their productions. A few years ago the early childhood education was geared to the drawings ready and the stereotypical rooms, now the proposal is that the child must perform their activities, and don't get all ready, to simply paint or circumvent.
2.2 VOCATIONAL training for
As already mentioned the early childhood professional, has undergone a series of transformations over the course of your profession, not requiring a college degree, this scenario changed from LDB/1996, which determines the basic training for teachers of early childhood education. Having a degree in pedagogy or even higher, also teaching graduates in any area plus the high school course of formation of teachers, former teaching.
The training of teachers to take on basic education will be top level, in curso de licenciatura, graduation, in universities and higher education institutions, admitted as a minimum for training exercise of the teaching of early childhood education and the four first grades of elementary school.
(BRAZIL, 1996, LDB/96 Art. 62.)
This is the teacher's role, organize your planning according to the age group. Taking into account that the early childhood education, works hard with the playful, this is not to say that his proposals cannot be fed during the process, everything will depend on how the child will respond.
Many educational professionals. Use the playfulness as a pedagogical resource, because the use of recreational resources, like fun and games, assists the transposition of the content to the world of the learner. In this sense, the playfulness, as an element of education, is also likely to demonstrate human evolution based on their social, cultural interactions and driven, because the human being has always had in your repertoire of language play. (RAU, 2012, p. 25)
The teacher organizes the routine to facilitate your work. The hours that will happen its proposals with the routine the kids understand what the moment for every activity during the day.
Rau (2012, p. 88) "the routine I did role to develop limits on childhood, because it is through it that the little ones understand the environment and the succession of events that involve your daily life. They know for example, that is late, after dinner, they often turn to hygiene, it's time to go ".
The routine is something that should permeate the education, children spend to realize the times of the day, not only food, but also the moments that will be developed, activities like story time or even call that happens soon after arrival at CMEI.
2.3 the DIDACTIC SEQUENCE
A proposal that is gaining prominence in education. Despite being evident in the stage of early childhood education. Many discussions argue for the extension of the didactic sequence for all stages of education.
The expanded concept of didactic sequence can refer to different conceptions of teaching and learning, which materialize in proposals, in which sequences are planned activities with a view to teaching specific goals. That is, the sequences would be proposals for integrated activities (an activity depends on the other and is related to another that has been or will be held), arranged sequentially, with the culmination with learning, a concept, a phenomenon, or sets of skills concepts of a doaber field. (Pink; FERREIRA, 2012, p. 148)
The didactic sequence permeates the whole routine inside the CMEI, the teacher can perform following not only the moment of activity specifies, can also arrange the call, that need not be the same every day, she can vary the child learning gazing. The development of the string and or project, usually part of the child's curiosity, so the teacher must be aware, because some facts arise unexpectedly, then the role of the teacher to organize a sequence to succumb this curiosity.
According to Dolz; Noverraz and Schneuwly (2004, p. 97), quoted by Felix and Zirondi the didactic sequence is a teaching tool that is seen as a set of school activities organized in an orderly manner, in an oral or written genre, whose main purpose, according to the authors, is to help the student in the best area of a genre of text, allowing you a more suitable way to speak or write in a given situation. The didactic sequence presents a basic structure comprising: a presentation of the situation; first production; modules and final production.
Initially one should think of the proposal, then a name, the ETA, the methodology, materials used, goals to be achieved, the language areas that will be worked and later the development of the steps, and can a single sequence or project addressing several languages of training, followed by the evaluation. Her professional will monitor the development of the group, including to continue or terminate. Everything will depend on the assessment, as was learning, involvement, interest in the class. At the end of this article are presented models of didactic sequences.
The term "assessment of learning" was used by Ralph Tyler, in the years 1930, with interest of conceptualizing the practical diagnosis of learning of students with the interest of making more efficient its results at school. For 2011, apud (Luckesi LEMOS; SAMUEL, 2013), there was also the interest to show teachers the necessary care must be taken with the learning of their students. With the passage of time, became an evaluative proposition, understood and studied with measurement of utilization.
3. THE CUISINE IN EARLY CHILDHOOD EDUCATION
We know that food is very important in childhood because the child is in the process of development. So you need to have a balanced diet, to replenish lost energy. And children lose a lot of energy, by playing a lot, spend all day energy.
So why not make this an enjoyable activity for the child. The culinary proposals can address all areas of training. The kids have fun participating and have an easier time to savor, who realize that were themselves they did, as well as the encouragement of each other.
Clear that the proposal is a healthy food, but from the curiosity of the child itself, we can perform a different activity such as a sweet or a pizza. Always of course planning, and of course, the teacher should keep in mind if there is a child who can not eat certain food.
The construction of a sequence or a cooking project can address all areas of language, everything will depend on the creativity and experience of the teacher, as well as the progress of the group, the ideas of the little ones. In a story at the time of reading wheel it is possible to perform a culinary in the story Goldilocks and the Three bear, we realized the porridge.
Once upon a time there was a beautiful little girl named Goldilocks. She was very curious, used to touching everything I saw ahead of me. One day the girl was walking through the Woods, when he spotted a small house. As was habit of touching everything was room, where he found new surprises. (…) Arrived in the kitchen the family realized that someone had eaten the porridge. -Didn't leave a thing complained the pup. Excerpt from the Story Goldilocks and the three bears. (MACHADO, 2013, p. 4)
See in history we have the oral and written language. As soon as you can work the dramatization of the story, the count of the characters and of course also the count of ingredients to make the recipe. You can search for a song about porridge, or even create with the class, also focus on social relations, natural relations and situations problems.
Look at a simple story, well known in early childhood education, look at the range of information, bringing together the culinary approach.
Another well-known story in early childhood education is snow white and the Seven Dwarves by the Brothers Grimm. In this story there is the fruit of the Apple, the teacher can perform various cuisines with this fruit. Juice pie. You can work the vitamins of Apple, as is the tree, the importance of natural relationships.
In the refectory for CMEIs children perform to your power supply, it is interesting to show to the whole group what was done in class. The other children will love and certainly the ones that were involved in the work will be very proud. Give to exhibit their artistic productions, pictures, as well as collective, having written the teacher as scribe. According to the book of MEC. "The teacher can create spaces for the construction of a more acute observation, instigating the description of what is being observed."
3.1 USING the cuisine in MATHEMATICAL KNOWLEDGE
The mathematical knowledge is in our experience, maybe at first the child doesn't do Association, but will gradually realizing pedagogical proposals. Upon arriving in CMEI, you will discover the day, week and year, gradually will associating number amount. Note that there are numbers in many places, in footwear, clothing, on age, on the clock, in the price anyway. She gradually will appropriating knowledge. These are goals that are part of the curriculum frame of MEC.
Since very small, children come in contact with a large quantity and variety of mathematical notions, hear and speak about numbers, buy, group, separate, sort and solve minor problems involving operations, accompany timekeeping made by adults , explore and compare weights and sizes, they observe and experience the shapes of objects, travel and explore different spaces and distances. (MONTEIRO, 2010, p. 1).
The proposals involving mathematical knowledge are many. But starting from an idea dedicated to cooking. Good to be performing with the kids cooking they will have the quantities of each item to compose the recipe, these quantities may be associated with the number, so the child will knowing the numerical succession, also knowing fractions.
In a string of pizza, you can divide the children into groups, where each group will create a kind of pizza. When you finish the pizza an idea it would be a conversation asking, what types of ingredients each group put on your pizza, as ingredients were, and now as a division of the pieces will be made.
An interesting book that appear a lot of food and they make inferences to the days of the week and may follow today and tomorrow, is the book of the witch Salome-Audrey Wood.
There was once a poor woman who lived far away with his seven children. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. All the days before mom left for work the children help in household chores. (…) Now I got you and immediately turned the children in food. Second turned bread Tuesday a fourth milk pie, Farm a oatmeal, Friday, Saturday and Sunday a rib roast. (WOOD, 2012, p. 2)
With this single story you can create various recipes with children, each child that has the name of a day of the week is a food, these can be from simple recipes like vitamins, even pies, bread and porridge.
3.2 USING the culinary and ARTS in MOTION
According to the Municipal education curriculum guidelines of Curitiba-early childhood education (2006), art has an important role to help children to develop reading various processes, exercise the representation of ideas, express feelings and communicate.
And the movement is essential in early childhood education, which is of utmost importance in your development, as well as all areas. The motion of the Board of education of Curitiba, establishes: Since born children experience bodily experiences and progressively appropriate movements, learn about themselves, relate with each other and with objects, develop their capabilities and learn skills. Therefore, the movement is a resource used by the child to your knowledge and the environment in which it operates, to express your thought and also experience relations with people and objects. The movement for the child, means much more than moving body parts, or move in space, the movement is language (MAHE et al., p. 83, 2012). "Point out that the body is important for the process of child development, as it ensures the learning of children. The movement can be present in all activities ".
So the movement is everything for the child's development, as Note Almeida and Juliasz.
Child runs, jumps, up, down,, falls and up. Child's movement. And this is how she learns and seizes, how things are and how they work, as are the world and how are the living it live. The notions of space and time consolidates the internal organization of the movements, which the children perform. (ALMEIDA; JULIASZ, 2014, p. 25).
And how to work in the arts and cuisine in the movement. The arts are part of the dramatic language, music and dance and visual language, the movement are activities to development of the body, the music is also a type of movement, games, circuits.
The cuisine can introduce a song with the theme worked, so children will be able to develop arts and movements. The recipe may be the illustration of the child, there is also possibility to perform dramatic language, where the little ones are the actors. A great opportunity to understand how is the route chart of the child, through your design and if she is able to associate the drawing with the proposal.
The imaginary world of fantasy is part of the child, a tale as princesses, the teacher can transform the cuisine of Apple Pie on a play involving students.
Freire (2009. p. 33) "the call early childhood education is a journey through fantasy. The mind, like the body (…) who knows one day early childhood school discover that to learn to think it is necessary, among other things, live in a fantasy world ".
Following the bread. The music of Xuxa-who wants bread, bread. It is possible to work the bread recipe. In music the languages are linked with the movement to music and dance, as well as the dramatic language.
Who that bread, whoever who wants bread bread
It's warm, it's warm, it's warm
So yummy, yummy, yummy
I want one more
Xuxa-snippet that bread
You can divide the class into groups to perform a role play with the music. At this point the teacher can assess how children participate in groups, how your interaction with colleagues, if you manage to organize themselves, giving suggestions to the progress of the activity.
"The dramatization or theatrical staging, represents the most frequent and widespread child creation. This is understandable, because it is closest to the child (…) the dramatically is in the nature of children, and is spontaneously, your expression, regardless of the will of adults ". (2009, p .97 SMOLKA)
The dramatic leaves the child free to express themselves. She demonstrates more creativity to develop proposals, generally likes to participate in tenders and attending plays.
3.3 USING the SOCIAL RELATIONS and natural CUISINE
According to the website of the College Pentagon (2016). At birth, the child is faced with an unknown universe. Day to day to relate, with his relatives, she begins to understand the world and to understand how individual. The human being is constituted in relation to the other, passing by the meanings that it contributes. On entering the school, still in early childhood education, broaden relations and children spend interacting with other adults, and also with different children, who live in different families.
So every human being in your life is in constant relationship with other human beings, their exchanges of information are of utmost importance for your knowledge and learning. Why social relations are part of the learning objectives of the early childhood education of Curitiba, making the professional look of a pedagogical way how kids relate.
The cognitive development of the child occurs through social interaction, i.e. from your interaction with others and with the environment. For a minimum of two people should substantiality to be involved. The interaction between individuals makes possible the generation of new experiences of knowledge. Learning is a social experience, which is mediated by the interaction between language and action.  (VYGOTSKY, EXTRACTED FROM THE NEW SCHOOL WEBSITE).
Thus also applies to natural relations, in a world where more and more consumerism is something that comes as part of our daily lives, show that in the classroom, the impacts to the environment. Showing the child the issues that simple actions can change a whole history, how to separate the trash or even understand why not play cooking oil in the pipeline or even directly to the environment. These small actions that work in early childhood education, create conscious citizens, who understand and realize the importance of caring and protecting.
Regardless of the concepts and ideas that we will adopt, what in fact is relevant, is how we engage individually or collectively in the actions, linked to environmental education projects, which are based on an analysis, a global reflection. Through this commitment, we will arrive at effective environmental education. (FANTIN, OLIVEIRA, 2017, p. 37)
The human being needs to understand that the environment is important for your life on the planet and the school cannot and must not be left out, need to show through actions what we can and can't do to our planet to continue living. Bring a string as the importance of tea, where we can start planting, show the beneficial properties for the body of this tea, anyway are proposals that make us reflect on the care of nature. Another proposal is the sequel to the bread, in this proposal the teacher can work with the question of the use of wheat for example, it can make the inference, as planting and even bring the wheat for children see before the process to be flour.
3.4 USING the cuisine in ORAL and written LANGUAGE
The oral and written language, one of the areas addressed by Municipal education curriculum guidelines of Curitiba, is present in the daily life of the institutions and should permeate the educational work. It is therefore important to rescue the intensity of this action by the teacher, valuing the communicative act of the child, since communication is a necessity of the human species and the use of language makes possible the construction of meanings and the development of thought.
The recipe is part of one of the goals in the education curriculum parameters. Speaking and writing are in the whole context of the child, in the baners, advertisements, flyer, books, anyway. However in the classroom at first the teacher organizes the writing in uppercase, printed materials are available with the Arial font. Orality as well, the child communicates all the time, with colleagues, family members, teachers. Everything will depend on from child to child, some will use the speaking more often than others.
In the culinary teacher can work with books, collective texts, with him as scribe. After completing the recipe with the class, the point is to gather in wheel and write the recipe, the children will participate in remembering of the ingredients used and may write some letters or words, depending on how the development of the group. The teacher can make relationship between letters of the name of children, linguistically, anyway.
So we understand that everyone needs to live in society. Bring proposals involving pedagogically our children is something that professional need to understand, have a look for your actions, teaching child to be in an environment with other, by itself will develop, however we can make our practices something even better. With string with cooking, the teacher will be able to evaluate how is this child at the time of activity, participating with the group, respecting anyway. Conduct a classroom cooking, causes can experience and show the child situations, such as respect and organization
The change in children's education is visible, especially if for some of us that today we are in the classroom, we return and try to remember what was done in our time. Well, all the rooms were stereotyped, the activities were delivered, i.e. the child little did, simply reproduced.
After several scholars arise, we can quote one of the great thinkers of our century Gardner, who presented the theory of multiple intelligences Gardner places we are all intelligent, it turns out that some develop with more facilities either intelligence.
So from this assumption makes us think that the more we give chances to young children and the more they respond. They bring ideas, because they are curious, anyway are the teachers who should have this look, with plans involving the gang, structured planning based on pedagogical education, notebooks and the goals to be achieved in each age group.
The search for ever more interconnected, planning is a constant difficulty for some teachers. Although after making your practice ends dist becoming common, and possibly routine. So whenever the professor is developing a project, he is already thinking about how to make your proposal something that aggregates all languages.
We realize that for some languages to a larger facility, since the displays it, we ended up putting one another, is the case of music and dance, or even the movement, dance is a movement. But what about how to connect the other areas of training.
One of the proposals highlighted is the cuisine. Through it, you can work all areas of human formation. But this is just an example, you can simply pick up a story and create a sequence to cover all areas. The story-for example the history of Dvhvb3nl3c0n9ly1_01803, an excellent story, working from natural, social relations, mathematical knowledge, anyway a great proposal. In this story the teacher may request a count of the characters that appear in the story, dramatize the story, performing texts, having the teacher as scribe.
All this the teacher will acquire as your practice, your Exchange of information with colleagues, he gets better every day. But he's willing, always changing, why education is a constant change, education professionals cannot think of be resistant because studies that serve today, it may be that in about ten years no longer serve more. In his own classroom, it is common for us to be frustrated when an activity didn't work. But that doesn't mean it won't happen for another class. Because each group has your differential and is, need to understand that and do not generalize, many times the success came from a failure.
Educate is not a recipe I found in a book or on a website, she is a constant, and be a teacher, too. Who says there's a manual to be a teacher, after all deal with people requires work. A job that is offset, when done with care.
ABRAMOWICZ, Dan; VANDENBROECK, Michael. Early childhood education and Difference. Campinas, SP: Papirus, 2014.
ALMEIDA, Rosângela Doin; JULIASZ, Paula C. Strina. Space and time in early childhood education. São Paulo, SP: context, 2014.
The theory of multiple intelligences. Available in < http://www.psiconlinews.com/2015/05/teoria-das-inteligencias-multiplas-de-gardner.html=""> </>. Accessed on 20 April 2017.
BRUZIUS, Farid Masood. Cooking with autonomy, success in learning. Available in <https: www2.faccat.br/portal/sites/default/files/brusius.pdf="">.</https:> Accessed on 07 may 2017.
Early childhood Educational notebook. Visual Language. Available at <http: www.cidadedoconhecimento.org.br/cidadedoconhecimento/cidadedoconhecimento/downloads/cadernos_pedagogicos/educacao%20infantil/linguagens/arte.pdf="">accessed on 29 January 2017.</http:>
Early childhood Educational notebook. Movement. Available at <http: www.cidadedoconhecimento.org.br/cidadedoconhecimento/cidadedoconhecimento/downloads/cadernos_pedagogicos/educacao%20infantil/linguagens/movimento.pdf="">accessed on 29 January 2017.</http:>
Early childhood Educational notebook. Orality. Available at <http: www.cidadedoconhecimento.org.br/cidadedoconhecimento/cidadedoconhecimento/downloads/cadernos_pedagogicos/educacao%20infantil/linguagens/oralidade.pdf="">accessed on 29 January 2017.</http:>
Pentagon College. Social relationships in early childhood education. Available at <http: educacao.estadao.com.br/blogs/colegio-pentagono/as-relacoes-sociais-na-educacao-infantil/="">accessed on 29 January 2017.</http:>
Constitution of 1988. Available in <http: www2.camara.leg.br/legin/fed/consti/1988/constituicao-1988-5-outubro-1988-322142-publicacaooriginal-1-pl.html="">.</http:> Accessed on 20 April 2017.
FANTIN, Maria Aeneid; KAVITA, Oliveira. Environmental education: health and quality of Life. Curitiba, PR: Inter Sabres, 2014.
FISHER, Andrea Tereza Basilio; ROSA, Esther Calland de Souza. Do it everyday in the classroom: the pedagogical work in the teaching of the mother tongue. Belo Horizonte, MG: Real Publisher, 2012.
FREIRE, João Batista. Full body education: theory and practice of physical education. 5th ed. São Paulo, SP: Scipione, 2009.
LDB. Law of Guidelines and Bases. Available in <http: portal.mec.gov.br/seesp/arquivos/pdf/lei9394_ldbn1.pdf="">.</http:> Accessed on 20 April 2017.
Lemos, Pablo Santana; SAMUEL, Luciana Step. The learning evaluation in design of high school chemistry teachers. Available in <http: www.scielo.br/pdf/epec/v15n3/1983-2117-epec-15-03-00053.pdf="">Access in 30 January 2017.</http:>
MACHADO, Ana Maria. Goldilocks. São Paulo. SP: FTD, 2012.
MANTAGUTE, Andreya. The working professionals in the kindergartens of Curitiba 1977-1986: contraction of nannies. Available in < http://xanpedsul.faed.udesc.br/arq_pdf/497-0.pdf=""> Access in 18 March 2017.
Marinho, Hermínia Regina, (et al). Pedagogy of movement: Playful Universe and Psychomotricity. Curitiba, PR: Inter Know, 2012.
Monteiro, Priscilla. The children and the mathematical knowledge: experiences of exploitation and extension of concepts and mathematical relationships. Available in: <http: portal.mec.gov.br/index.php?option="com_docman&view=download&alias=6669-ascriancaseoconhecimentomatematico&category_slug=setembro-2010-pdf&Itemid=30192">.</http:> Accessed 30 January 2017.
RAU, Maria Cristina Trois Dean. Early childhood education: pedagogical practices of teaching and learning. Curitiba, PR: Inter Know, 2012.
Benchmark National Curriculum for early childhood education. Available in:< http://portal.mec.gov.br/seb/arquivos/pdf/volume3.pdf="">. Accessed on 20 April 2017.
SILVA, André Luís da. Learning theory of Vygotsky. Available at <http: www.infoescola.com/pedagogia/teoria-de-aprendizagem-de-vygotsky/="">accessed on 29 January 2017.</http:>
SMOLKA, Ana Luiza. Imagination and Creation in childhood: Psychological Education. Attica, SP: Inter Knowing, 2009.
WOOD, Audrey. The Sorceress Salome. 9th ed. São Paulo: Ática, 2012.
ZIRONDI, Dola; FÉLIX, Dennis Kings. Literacy projects, didactic sequences and literacy practices: instruments (inter) mediator for the Organization of the work of professor Available in: < http://www.uel.br/eventos/sepech/arqtxt/artigosanais_sepech/thassianarfelix.pdf=""> </>. Accessed on 20 April 2017.
ANNEX A: DIDACTIC SEQUENCE MODEL BREAD RECIPE
PREFEITURA MUNICIPAL DE CURITIBA
CITY DEPARTMENT OF EDUCATION
CMEI VILA VERDE II
DIDACTIC SEQUENCE BREAD
HUMAN FORMATION AREA: READING, SPEAKING AND WRITING.
- Meet the text, note and recipe.
- Send reviews
- Building collective bound text written with the educator as scribe
Estimated time: 6 steps, one per week.
Material needed: leaf sulfite, kraft paper, Scrapbook magazines, riscantes, ingredients for fears of bread.
1st Step: Start the sequence with the history of bread. Show images of wheat and comment that the old bread was dry and hard. Do questions with children about what they know about the bread. Ask the children to make a drawing, and try to write the word bread. Bring the kids to eat a bread in the room. Say that we will do a cornbread recipe.
2nd Step: Presenting poetry POEM "the bread" (MARTHA FRANCES SCRIPES) there goes the Baker's car making delivery of bread fluffy, thin, fresh, strong, summer is summer. Bread feeding children bread that invigorates young bread which nourishes men force Bread Bread sweet bread. Delivered House to House, door to door, family to family to feed everyone in the eagerness of daily love! How much money has already been made Under weight and size to bring well nourished the dough delights! But … does the dough ferments and grows so much that really know the bread of life? How much bread was served and so much malnourished man! The poem will be written in kraft paper where children will illustrate it.
3rd Step: make a bread with the children. This recipe will be sent by families. Children will help to knead the bread. Write the recipe on kraft paper. Ingredients: 2 cups and 1/2 warm water 2 tablespoons sugar 1 teaspoon salt 1 egg 1 cup oil 1 kg plain flour 50 g yeast bread. Preparation: Mix the bakery yeast in warm water Take the Blender the sugar, oil, salt, sugar, the egg and the water with the yeast Beat for a few minutes to put in a large bowl mix and add the wheat slowly , mixing with your hands (the amount of wheat enough when the dough doesn't stick to your hands) grow by 1 hour Split the dough into pieces and wrap the rolls grow again for 40 minutes Take to bake for about 30 minutes.
4th Step: Propose for children we can make sandwiches with the bread did. Cut into slices the bread and give it to the kids assemble their own sandwiches and then enjoy them.
5th Step: submit music Who wants bread want is bread Xuxa. The children will dance. Then propose that we make a collective note thanking the Baker bread recipe given our class. Have the lyrics of the song in kraft paper and have the children mark the word bread.
6th Step: Reply to the note sent by kids to the Baker. Dear children I love knowing that you liked the recipe that I sent. And I like to know that Grandma Ana Carolina made the recipe at home. Here I wake up very early to make many loaves. And I gave a recipe for the bread that I do at home. A big hug. Mr Baker. Show the children pictures of making bread machines in large quantities. Add that this is his profession, he is a Baker. Then ask the children to perform a drawing and write the word Baker. Show that the word Baker, also begins with the letter P, the word bread.
Rating: Notice how the class interact in group, if accompany texts, and identify and associate letters.
ANNEX B: DIDACTIC SEQUENCE GRANDMA'S TEAS
PREFEITURA MUNICIPAL DE CURITIBA
CITY DEPARTMENT OF EDUCATION
CMEI VILA VERDE II
DIDACTIC PROJECT: GRANDMA'S TEAS
TRAINING AREA: NATURAL RELATIONS
OTHER AREAS: VISUAL LANGUAGES, WRITTEN LANGUAGES
- Take care of your little plant and understand the care we should have with her.
- Explore the use of different riscantes and stands for
Rationale: know and appreciate different teas that will be planted by the children, where they will accompany your growth and your care.
1st step: In the teacher present the chamomile tea, talking of what's teas, showing pictures of the plant and bring the tea leaves or dried or natural. Making tea and experience. Try the comment of children, e.g. If you have already taken, who made for them. Representative drawing of Chamomile and write the word Chamomile (material: pastel chalk on black card).
2nd. Step: In the teacher present the herb tea Sweet, talking of what's teas, showing pictures of the plant and bring the tea leaves or dried or natural. Making tea and experience. Try the comment of children, e.g. If you have already taken, who made for them. Representative drawing of Fennel and write the word Fennel (material: gouache and ink Bond (green and yellow).
3rd Step: In the teacher present the lemon grass tea, talking of what's teas, showing pictures of the plant and bring the tea leaves or dried or natural. Making tea and experience. Try the comment of children, e.g. If you have already taken, who made for them. Representative drawing of lemon grass and write the word lemon grass (material: Sulfite and riscante free).
4th Step: In the teacher present the Peppermint tea, talking of what's teas, showing pictures of the plant and bring the tea leaves or dried or natural. Making tea and experience. Try the comment of children, e.g. If you have already taken, who made for them. Representative drawing of mint and write the word Mint (material: suede Drawing and crayons).
Step 5: talk about what they liked and the choice of what each will plant, making a poster on paper coil with the speech of children-illustrative drawings.
Decoration: decoration of the Paint pots of yogurt with gouache paint.
Step 6: Plant and understand the cycle of life, as is the development and plant care. Water, and exposed to the Sun and will be planted in pots.
7th Step: will be made after the harvesting of our teas, where children will prepare them and be taken tea with cookies in the room.
Rating: will evaluate the participation of children, the knowledge about the Teas. The interest in planting and care for your plant.
 Andressa Laffites Samui, graduated in Social communication by College APPEARS, have pedagogical training for UTFPR. He is currently a professor at the Municipal network of Curitiba. Attending specialization in Integrated Media at the Federal University of Paraná. Also has a degree in History at Centro Universitário Claretiano and specialization in Mentoring by Itecne.
 CLT-consolidated labor laws. The worker in wallet signed.
 MEC-Ministry of education. Body responsible for education in Brazil.
 The Belarusian psychologist Lev Vygotsky died 74 years, but your work is still in the middle of the process of discovery and debate in various parts of the world, including Brazil. "It was a complex thinker and played in many vital points of contemporary pedagogy," said Teresa Rego, Professor of the Faculty of education, University of Sao Paulo.