As concepções dos professores sobre criança e docência na Educação Infantil e suas implicações para a prática pedagógica, no contexto de uma escola da rede municipal de São Luís – MA

• Ano de defesa: 2021
• Autor(a) principal: Batista, Vívian Cristina Menezes Pereira
• Orientador(a): Sanches, Emília Maria Bezerra Cipriano Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação infantil; Crianças; Professores - Educação (Educação permanente)
• Palavras-chave em Inglês: Early childhood education; Child; Teachers - Education (Continuing education)
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/23564

This research, with a qualitative approach, had as general objective identify Early Childhood Education teacher’s conceptions of children and teaching, in a municipal school of São Luís, and their implications for educational practices. From the general objective, there were developed as specific objectives: analyze the concepts of childhood and teaching in the speeches of a group of Early Childhood Education teachers; reflect on the revealed concepts and their relationship with educational practice; explain the principles for the construction of a teacher training proposal. The conduct of the research was justified by the need to reveal the teachers’ conceptions to obtain subsidies that would enable the presentation of the principles of a teacher training proposal, thus contributing to the continued training of teachers and to children education. For this purpose, the studies of Dahlberg, Moss and Pence (2019), Formosinho and Oliveira-Formosinho (2018) and Hoyuelos and Riera (2019), who consider the child an active subject, participative in his learning and co-constructor of culture. The theoretical framework on teacher training was based on the studies of Tardif (2014) and Imbernón (2010), who argue that the change in teacher practice only happens from the discussion and reflection of problems existing in the school. The research subjects were four teachers who work in Early Childhood Education, in the municipal network of São Luís, Maranhão. Data collection was carried out through structured interviews and the analysis, based on the qualitative methodology Content Analysis, proposed by Franco (2005). Among the results revealed, the following stand out: the idealized image of the child as a happy and affectionate subject; the emphasis on the need for the teacher's performance to be focused on the transmission of values and knowledge that will base the future school stage and adult life; and the lack of understanding of continuing education as a permanent activity in the teaching profession. These results allowed us to conclude that the principles for the formative proposal, in the researched context, should prioritize the reflection of the school community on the needs and specificities of experiences in early childhood, with the observation of daily life as a driving element of changes in educational practice