Perspectivas de pais sobre a abordagem Reggio Emilia em uma escola de educação infantil bilíngue

Abstract

The family-school relationship within the Reggio Emilia pedagogical approach is present since the foundation of the first schools in the post-war period. The presence of family members in the school environment permeates the Italian teaching aspect as a whole, inspiring schools that use the pedagogical aspect in the Brazilian context of teaching. From this, in order to understand the configurations of the Reggio Emilia approach in the formation of affectivity between family-school in an internationalized Early Childhood Education Educational Center, the present work used the methodology of qualitative research of descriptive nature for a case study, collecting data from the bibliographic analysis and application of questionnaires to parents of enrolled students. The elaboration of the State of Knowledge, proved the scarcity of works produced in the thematic of the work, needing to use legislative and bibliographical documents for writing the work. The analysis was based on formative axes proposed by the Political Pedagogical Project of the school and divided into Affectivity, Bilingualism, Interculturality and Reggio Emilia. Authors as MOROSINI (2006); EDWARDS, GANDINI, FORMAN (2016); BRASIL (2016, 2018, 2022) e UNESCO (2016) sources used in the bibliographical references of the dissertation, in order to explain the concepts of the formative axes. The questions applied represented the unanimous response of the importance and necessity of creating affective bonds within the school environment, providing an intercultural and quality education in early childhood education. The case study of the bilingual Early Childhood Education, concludes that the participation of the family and the positioning of the school towards the relationships of affection developed within the school environment help in the promotion of an intercultural education that communicates with globalization and the concept of Global Citizenship within the philosophy of approach Reggio Emilia