Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes
Ano de defesa: | 2014 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Nove de Julho
|
Programa de Pós-Graduação: |
Programa de Mestrado em Gestão e Práticas Educacionais
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bibliotecatede.uninove.br/tede/handle/tede/790 |
Resumo: | The goal of this research was to analyze the conceptions of children that can be seen in teachers' pedagogical speeches and practices of a Centro de Educação Infantil (CEI) - Center of Children Education -, directly managed by public education of São Paulo city, located in the east area of São Paulo. In order to do so, 12 teachers answered specific questions and the teaching practices of two teachers that work with 4-year old children were observed. As a contribution to this research, the studies of Contreras (2012), Corsaro (2011), Sarmento (2009) and Freire (1997) were considered in order to better understand the relations of the children education teacher in the process of teaching-learning of 0 to 4-year old children. It was observed that most of teachers have an intuitive practice, which does not consider educational theories, and is funded in experiences that were routinely lived. In addition to that, the activities performed does not significantly contribute to the potential of the children's learning process, for example: restricted use of spaces and materials; long periods inside of the classroom; and teachers do not observe children in order to mediate and intercept them, on the contrary, they just watch their behavior. It can be noted that the discipline control and the children's hygiene, alimentation and sleeping are the main concerns of teachers' acts. The intentionally performed pedagogical dimension is compromised, considering that the teachers' formation and practices do not cover the know-how that would allow them to create learning situations to develop children's autonomy as something essential in their formation as a critical and autonomous individual, who knows how to take advantage of their rights and how to perform their duties. Besides this practice, named here as intuitive, it was also verified that the teacher's speech is full of conceptions that are not an object of self/collective reflection, but are more repetitive than reflexive in relation to the teacher's know-how. Thus, this research concludes that the formation and practice do not guarantee a critical and reflexive appropriation of children's real needs. To change this scenario and implement an education with quality to the first childhood, the teacher's continued formation, in the aspects of the school's collective formation, needs to be comprehended and performed as a reflexive instrument that prioritizes the theory-practice relation, in a way that teachers recognize themselves as critical and intellectual workers. |
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Taveira, Adriano Salmar Nogueira ehttp://lattes.cnpq.br/9263233671627041Giovanni, Luciana Mariahttp://lattes.cnpq.br/8305118845068821Stangherlim, Robertahttp://lattes.cnpq.br/0630080591569020Vercelli, Ligia de Carvalho AbõesCPF:22311448787http://lattes.cnpq.br/5752708237178189CPF:32384229877http://lattes.cnpq.br/5468785328844264Costa, Renata Cocato2015-04-22T17:18:02Z2014-11-272014-10-21COSTA, Renata Cocato. Children's conceptions in kindergarten from 0 to 4 years old: The relationship between teachers' pratices and discourses. 2014. 207 f. Dissertação (Mestrado em Educação) - Universidade Nove de Julho, São Paulo, 2014.http://bibliotecatede.uninove.br/tede/handle/tede/790The goal of this research was to analyze the conceptions of children that can be seen in teachers' pedagogical speeches and practices of a Centro de Educação Infantil (CEI) - Center of Children Education -, directly managed by public education of São Paulo city, located in the east area of São Paulo. In order to do so, 12 teachers answered specific questions and the teaching practices of two teachers that work with 4-year old children were observed. As a contribution to this research, the studies of Contreras (2012), Corsaro (2011), Sarmento (2009) and Freire (1997) were considered in order to better understand the relations of the children education teacher in the process of teaching-learning of 0 to 4-year old children. It was observed that most of teachers have an intuitive practice, which does not consider educational theories, and is funded in experiences that were routinely lived. In addition to that, the activities performed does not significantly contribute to the potential of the children's learning process, for example: restricted use of spaces and materials; long periods inside of the classroom; and teachers do not observe children in order to mediate and intercept them, on the contrary, they just watch their behavior. It can be noted that the discipline control and the children's hygiene, alimentation and sleeping are the main concerns of teachers' acts. The intentionally performed pedagogical dimension is compromised, considering that the teachers' formation and practices do not cover the know-how that would allow them to create learning situations to develop children's autonomy as something essential in their formation as a critical and autonomous individual, who knows how to take advantage of their rights and how to perform their duties. Besides this practice, named here as intuitive, it was also verified that the teacher's speech is full of conceptions that are not an object of self/collective reflection, but are more repetitive than reflexive in relation to the teacher's know-how. Thus, this research concludes that the formation and practice do not guarantee a critical and reflexive appropriation of children's real needs. To change this scenario and implement an education with quality to the first childhood, the teacher's continued formation, in the aspects of the school's collective formation, needs to be comprehended and performed as a reflexive instrument that prioritizes the theory-practice relation, in a way that teachers recognize themselves as critical and intellectual workers.O objetivo desta pesquisa foi analisar as concepções de criança presentes nos discursos e nas práticas pedagógicas de docentes que atuam em um Centro de Educação Infantil (CEI), administrado diretamente pela rede pública do Município de São Paulo e localizado na Zona Leste de São Paulo. Para tal, construiu-se, como instrumento de coleta de dados, um questionário aplicado a 12 professoras; além disso, a análise observou diretamente a prática docente de duas professoras de crianças de 4 anos. Como contribuição à pesquisa, foram abordados os estudos de Contreras (2012), Corsaro (2011), Sarmento (2009) e Freire (1997), no sentido de compreender as relações do professor de educação infantil no processo de ensino-aprendizagem de crianças de 0 a 4 anos. Identificou-se que as professoras, em sua maioria, têm uma prática intuitiva, pouco fundamentada em teorias da educação, tomando como base experiências vivenciadas no cotidiano; realizam atividades que pouco potencializam oportunidades de aprendizagens significativas para as crianças, por exemplo: uso restrito de espaços e materiais; permanência por longo período de tempo na sala de aula; a observação que as professoras fazem com relação à criança não ocorre no sentido de mediar e intervir, estando meramente atentas a comportamentos. Constata-se que predomina no fazer docente a preocupação com o controle disciplinar e com o cuidado da criança apenas na dimensão da higiene, da alimentação e do sono. A dimensão pedagógica exercida com intencionalidade fica comprometida, uma vez que a formação e a prática das professoras não oportunizam a elas o saber-fazer que permitiria criar situações de aprendizagem para o desenvolvimento da autonomia das crianças como algo indispensável na sua formação de sujeito autônomo e crítico, que sabe usufruir de seus direitos e exercer seus deveres. Além desta prática aqui denominada como intuitiva, verificou-se que o discurso docente é permeado de conceitos que não são objeto de reflexão individual e/ou coletiva e de jargões oriundos da formação inicial e continuada, os quais têm sentido mais repetitivo que reflexivo no saber-fazer docente. Assim, conclui-se com esta pesquisa que a formação e a prática não garantem a apropriação crítica e reflexiva a respeito das reais necessidades das crianças. Para mudar este panorama e instituir uma educação de qualidade à primeira infância, a formação continuada do professor, nos espaços de formação coletiva da escola, necessita ser compreendida e exercida como um instrumento de reflexão que priorize a relação teoria e prática, de forma que o professor se reconheça como um trabalhador intelectual crítico.Made available in DSpace on 2015-04-22T17:18:02Z (GMT). No. of bitstreams: 1 Renata Cocato Costa.pdf: 3034672 bytes, checksum: 08a34994f2d3b49ffc0814eb65043564 (MD5) Previous issue date: 2014-10-21application/pdfporUniversidade Nove de JulhoPrograma de Mestrado em Gestão e Práticas EducacionaisUninoveBREducaçãoconcepção de criançadiscursos e práticas docenteseducação infantilformação de professoresconception of childrenchildren educationformation of teachersCIENCIAS HUMANAS::EDUCACAOConcepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentesChildren's conceptions in kindergarten from 0 to 4 years old: The relationship between teachers' pratices and discoursesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALRenata Cocato Costa.pdfapplication/pdf3034672http://localhost:8080/tede/bitstream/tede/790/1/Renata+Cocato+Costa.pdf08a34994f2d3b49ffc0814eb65043564MD51tede/7902022-05-27 17:37:31.003oai:localhost:tede/790Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2022-05-27T20:37:31Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes |
dc.title.alternative.eng.fl_str_mv |
Children's conceptions in kindergarten from 0 to 4 years old: The relationship between teachers' pratices and discourses |
title |
Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes |
spellingShingle |
Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes Costa, Renata Cocato concepção de criança discursos e práticas docentes educação infantil formação de professores conception of children children education formation of teachers CIENCIAS HUMANAS::EDUCACAO |
title_short |
Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes |
title_full |
Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes |
title_fullStr |
Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes |
title_full_unstemmed |
Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes |
title_sort |
Concepções de criança na educação infantil de 0 a 4 anos: a relação entre os discursos e as práticas docentes |
author |
Costa, Renata Cocato |
author_facet |
Costa, Renata Cocato |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Taveira, Adriano Salmar Nogueira e |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9263233671627041 |
dc.contributor.referee1.fl_str_mv |
Giovanni, Luciana Maria |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8305118845068821 |
dc.contributor.referee2.fl_str_mv |
Stangherlim, Roberta |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0630080591569020 |
dc.contributor.referee3.fl_str_mv |
Vercelli, Ligia de Carvalho Abões |
dc.contributor.referee3ID.fl_str_mv |
CPF:22311448787 |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5752708237178189 |
dc.contributor.authorID.fl_str_mv |
CPF:32384229877 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5468785328844264 |
dc.contributor.author.fl_str_mv |
Costa, Renata Cocato |
contributor_str_mv |
Taveira, Adriano Salmar Nogueira e Giovanni, Luciana Maria Stangherlim, Roberta Vercelli, Ligia de Carvalho Abões |
dc.subject.por.fl_str_mv |
concepção de criança discursos e práticas docentes educação infantil formação de professores |
topic |
concepção de criança discursos e práticas docentes educação infantil formação de professores conception of children children education formation of teachers CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
conception of children children education formation of teachers |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The goal of this research was to analyze the conceptions of children that can be seen in teachers' pedagogical speeches and practices of a Centro de Educação Infantil (CEI) - Center of Children Education -, directly managed by public education of São Paulo city, located in the east area of São Paulo. In order to do so, 12 teachers answered specific questions and the teaching practices of two teachers that work with 4-year old children were observed. As a contribution to this research, the studies of Contreras (2012), Corsaro (2011), Sarmento (2009) and Freire (1997) were considered in order to better understand the relations of the children education teacher in the process of teaching-learning of 0 to 4-year old children. It was observed that most of teachers have an intuitive practice, which does not consider educational theories, and is funded in experiences that were routinely lived. In addition to that, the activities performed does not significantly contribute to the potential of the children's learning process, for example: restricted use of spaces and materials; long periods inside of the classroom; and teachers do not observe children in order to mediate and intercept them, on the contrary, they just watch their behavior. It can be noted that the discipline control and the children's hygiene, alimentation and sleeping are the main concerns of teachers' acts. The intentionally performed pedagogical dimension is compromised, considering that the teachers' formation and practices do not cover the know-how that would allow them to create learning situations to develop children's autonomy as something essential in their formation as a critical and autonomous individual, who knows how to take advantage of their rights and how to perform their duties. Besides this practice, named here as intuitive, it was also verified that the teacher's speech is full of conceptions that are not an object of self/collective reflection, but are more repetitive than reflexive in relation to the teacher's know-how. Thus, this research concludes that the formation and practice do not guarantee a critical and reflexive appropriation of children's real needs. To change this scenario and implement an education with quality to the first childhood, the teacher's continued formation, in the aspects of the school's collective formation, needs to be comprehended and performed as a reflexive instrument that prioritizes the theory-practice relation, in a way that teachers recognize themselves as critical and intellectual workers. |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-11-27 |
dc.date.issued.fl_str_mv |
2014-10-21 |
dc.date.accessioned.fl_str_mv |
2015-04-22T17:18:02Z |
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info:eu-repo/semantics/publishedVersion |
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masterThesis |
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COSTA, Renata Cocato. Children's conceptions in kindergarten from 0 to 4 years old: The relationship between teachers' pratices and discourses. 2014. 207 f. Dissertação (Mestrado em Educação) - Universidade Nove de Julho, São Paulo, 2014. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/tede/handle/tede/790 |
identifier_str_mv |
COSTA, Renata Cocato. Children's conceptions in kindergarten from 0 to 4 years old: The relationship between teachers' pratices and discourses. 2014. 207 f. Dissertação (Mestrado em Educação) - Universidade Nove de Julho, São Paulo, 2014. |
url |
http://bibliotecatede.uninove.br/tede/handle/tede/790 |
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