PRACTICES OF INTEGRAL EDUCATION IN THE DAYCARE’S ENVIRONMENT

Abstract

This article is based on the theories of comprehensive education and research in the field of practical classroom in the school nursery. Demonstrates that while it offers students a full-time education, there is also the education of the teacher. The study was based on the theories of integral education and analysis of work done in the classroom with a teacher specialized collecting, exploring and systematizing data, and guiding the work done with students working group. With the results of the field research and the observations, we found some differences between what is integral education, how they managed to do this work without much support of educational policies and the work plan offered. We believe that students should have guaranteed the basic learning needs, but thinking in education of the individual, who only have access to the basics? The human being has to be developed for its potential in its intact, everything that gives you in being a better citizen, to be knowledgeable of multiple singularities, knowing a little of everything, to have access to culture, to be critical, participant of your social environment. The intervention performed allowed reflections on performance of teachers in the classroom, pointing to new perspectives of their professional commitments.