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I reflecting about the intentionality of any educative action carried out by teachers in planned situations of the teaching-learning process, a question is a main concern among educators: how he organize time, space and didactic procedures which can, effectively, to boost the teaching-learning process of small children? This is the central question of the current text, which chose as a purpose to analyze the proposals of “routines” that orient the work in nursery education that have been raised in the study that was carried out which the teacher-students enrolled in the Projeto Pedagogia Cidadã (Citizen Pedagogy Project) – Pole of Presidente Prudente, SP – Brazil, which worked in nursery (as teachers as well as child’s development aides). The data that were obtained point out to the comprehensiveness of the proposals that are considered essential to the work with small children, in which concerns the organization of time and the pedagogic work; but also to a distortion of the essential objectives of nursery education. It’s important to stress that this paper is one of the parts of a research that was carried out in the years 2004 and 2005, which had as the main purpose to describe and to analyze the on-service training of the professional of nursery education in that project. KEY-WORDS: nursery education, educative practices, routines.

INTENCIONALIDADE DA AÇÃO EDUCATIVA NA EDUCAÇAO INFANTIL: A IMPORTÂNCIA DA ORGANIZAÇÃO DO TEMPO E DO ESPAÇO DAS ATIVIDADES