CHILD, CHILDHOOD AND CONSUMPTION: A GLANCE TO PROFESSIONAL LEARNING OF TEACHING IN CHILDHOOD EDUCATION

This article reports a pedagogical work experience carried out in the Programa de Residencia Pedagogica - Educacao Infantil (PRP EI) (Pedagogical Residence Program - Childhool Education) of the Escola de Filosofia, Letras e Ciencias Humanas of Unifesp Guarulhos campus, in which the student/Resident was immersed for a period of four weeks with a group of five years old children in a municipal childhood educational school. The objective of the report is to present its teaching professional learning process in childhood education, developed through a qualitative methodology with participating observation and recording in Caderno de Campo (Field Exercise Book) followed by preparation and development of Pedagogical Actions. This is a special program covering traineeships built in a collaborative manner with teachers of childhood education schools that receive Residents and is founded on problematization of reality observed, with proposition of activities with children based on the interest, wishes and needs of such children. Motivated by the high consumerism shown by the group of children, through rounds of conversation and making of toys, the proposed Pedagogical Action aimed to develop the perception of this condition in that group and the possibilities for creation of handcrafted toys, in opposition to consumption, in believing that a toy made by children, with accessible and recycling material, may expand the ludic dimension as much or even more than an industrialized toy and contribute in reduction of consumerism by the incentive to creation and invention. At the end, the evaluation of the children and of the student/Resident confirmed a change in image of the child and childhood, of the role of consumerism in the childhood world and the action of the childhood educational school as well as of the families in this process, in addition to contributing in revealing the leadership role of the children and their planning and assessment capacity as a collaborative perspective between the university and the childhood educational school.