Narrativity and intervention as a methodological strategy in research at Early Childhood Education schools

Abstract

This article presents two studies conducted in early childhood schools, that had the intervention in the studied environment as their main methodological strategy. The first research sought to understand the concept of the protagonism of children and was performed in a private institution in which the researcher took in the role of an orientator during fourteen months. The methodological arrangements of this experiment were inspired by the narrative research (Clandinin & Connely, 2011), which takes into account the participation of the investigator, their proximity to the research field and the division of power and values during the process of transformation, criteria that meets the necessary rigor in researches of quality. The second experiment’s main focus was the interpretation of the Common National Curriculum Base in practical actions, highlighting the possibilities of articulation between such regulations and the assumptions of childhood pedagogies. The main objectives of this case study were to identify and/or establish principles for the development of a curriculum based on the assumptions of childhood pedagogies, and the learning rights advocated by the Common National Curriculum Base, and produce didactic/pedagogical knowledge for the production of a curriculum based on learning experiences and learning rights, based on the day-to-day work as a reference teacher for a group of 4 and 5 year old children. The results obtained in these investigations point to the importance of carrying out studies that are concerned with education as an area, but studies there are essentially committed themselves to bringing about transformations in research locations that can promote a negotiated quality (Bondioli, 2004) and which findings can reverberate in other schools.