DO PARADIGMA ASSISTENCIAL AO PARADIGMA DO DESENVOLVIMENTO INTEGRAL DA CRIANÇA: A PERCEPÇAO DE PROFESSORAS DA EDUCAÇÃO INFANTIL.

This article derives from a dissertation that among other objectives aimed to know the perception of teachers on a historical period of transition between educational paradigms. qualitative research was carried out in a medium-sized municipality of RS; taking as a research tool oral history and content analysis for processing the data collected in the commitment statement of context with the full development of children. We understand, at the end of the study that the presence of the teachers inside the daycare strongly boosted the transition between care paradigm, a model built historically in Brazilian institutions and the overall development paradigm of children. The teachers felt protagonists of a time of change. In addition to caring, they realized that other dimensions emphasized the complexity of teaching practice in early childhood education as educate, play, interact and associate. [ABSTRACT FROM AUTHOR]