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This work seeks to understand the importance of the dynamics of project pedagogy for the cognitive process, taking a particular look at early childhood education. In this sense, the main objective is to show, through bibliographical research and data analysis, the effectiveness of project pedagogy in cognitive mediation in early childhood education. It is believed that the pedagogy of projects has served as a basis for both the development of competencies and the reframing of teaching practice. Studies show that this pedagogy aims to subsidize educational practice in such a way as to involve students in a continuous process of searching and research, in this sense enabling the re-signification of educational praxis. One of the main hallmarks of this type of work is teaching that is not centered solely on content, but which enables social experiences to be processed and used as a support for learning. In this context, the bibliographical research aims to highlight the importance of project-based pedagogy in promoting children's learning.
About the author
Abschluss in Pädagogik an der UNIP (2017), Spezialisierung auf frühkindliche Bildung und ländliche Bildung an der Faculdade Afirmativo de Cuiabá.
