ETHICAL, AESTHETIC AND CREATIVE DIMENSIONS: A LOOK INTO TEACHING PRACTICE IN EARLY CHILDHOOD EDUCATION FROM THE PEDAGOGICAL ROUTINE

This article aims to analyze the teaching practice from the routine and the relationships established by the leading teacher with children from a Kindergarten V class, in the municipal school system of Anapolis - Goias. The methodology used was the qualitative approach from the perspective of participant observation. Seven observations were made in order to highlight elements of the teaching practice that dialog with the concepts studied. The reflections and the results ratify the relevance of understanding the pedagogical practices in early childhood education as mobilizers of human formation centered on ethical, aesthetic, and creative dimensions, in the sense of putting the child in evidence as a developing being and as the protagonist of the construction of its knowledge. Through the research, we noticed the need to transgress the simple transmission of knowledge in order to make the school routine pleasant and meaningful, enabling enriching and self-reflective experiences.