Teaching practice and the development of attitudinal skills in early childhood education in the face of urban violence

Abstract

This article, the result of a monographic research, addresses urban violence as a negative factor to the teaching and learning process concomitantly linked to the attitudes developed by children in early childhood education. Considered a contemporary and flexible theme, violence has been a factor originated in society, adapting to the historical moment, having different conceptions and meanings. In this, the school as part of society is within the scope of violence manifestations promoting healthy attitudes in the teaching and learning process, in order to reverse negative attitudes caused by the strong contrast of violence. Faced with this problem, a bibliographical research was carried out using the observational method. Theoretical contributions were documents such as the National Curriculum Guidelines for Early Childhood Education (2010), Curricular Reference for Early Childhood Education (1998), and the authors: Zabala (1998), Freire (2014), Assis (2010), Abramovay and Street (2002). Thus, it was concluded that urban violence in school negatively compromises the relationship of teaching and learning, since the child is vulnerable to the manifestations that occur; The teacher wears out physically and mentally, in addition to the crisis of teaching authority that provides early childhood education with a space for confrontation with the manifestations of violence and the relentless pursuit of the child's citizen formation. It was also concluded the need for more research on the subject in the school environment.

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