A PEDAGOGIA FROEBELIANA E A EDUCAÇÃO INFANTIL: PERMANÊNCIA E MUDANÇA

The present article considers to trace a comparative panorama between Froebel’s Pedagogical and\udthe conceptions of Infantile Education in the present time, allowing to develop changes and\udmethodological permanencies and theoretical changes influenced by it in our institutions. This way\udwe use a theorerical research of a bibliographical matrix, based on authors like Angotti (1992),\udArce (2002, 2004); Kuhlmann Jr (2007), Kishimoto e Pinazza (2007), among others that sought to\udclarify the froebelianas conceptions, the context of its life and work, beyond approches of its\udtheory with the present time of Infantile Education, understanding this analytical process of this\udclassic of the education of children, as of utmost importance for the improvement of the quality of\udinfantile education and the research on the topic. While conclusive aspects we understand the\udcontributions of Froebel’s Pedagogical towards the treatment of childhood today, as well as the\udcritics directed to its theory/methodology and we ponder that it is important to analyze the past\udcritically in a way to notice the permanencies and changes, which makes us understand the\udpresent, seeking to plan and replan the future