As crianças e a formação docente: a educação infantil como lugar de encontro

• Ano de defesa: 2019
• Autor(a) principal: Flores, Roberta de Lima Manceira
• Orientador(a): Morais, Jacqueline de Fátima dos Santos
• Banca de defesa: Prado, Guilherme do Val Toledo , Bragança, Inês Ferreira de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - Processos Formativos e Desigualdades Sociais
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: BR
• Palavras-chave em Português: Crianças; Formação Docente; Educação Infantil; Narrativas Pedagógicas
• Palavras-chave em Inglês: Children; Teacher Education; Preschool; Pedagogical Narrative
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/9904

This paper aim s at understanding how children can contributes to the teacher education as whole, on an everyday basis at preschool. Defend the idea that preschools are powerful places for children and adult to meet, as both of them constitutes as a being and otherness one another. From the theoretical-methodological point of view we can take as basis Paulo Freire, Maurice Tardif, Carlos Marcelo Garcia e Antonio Nóvoa ideas concerning teacher education and the William Corsaro among others representatives of the new childhood sociology; taking children as beings, as social actors. This abstract is a narrative research of autobiographic approach, that has qualitative stamp. This research was done by a preschool teacher as a part of her teacher trajectory and from considering her own experience, leaning on narrative inquiry assumptions of Clandinin and Connelly. This paper was developed taking into consideration three dimensions of narrative presented by Prado, Soligo e Simas: data production, registry, and knowledge production. Each chapter deals with a self-encounter the research has had with her own self, along the way she did the research: Chapter 1 With the Formation: the research meet her own formation trajectory, having as a field text a formation memorial, where research question emerges. Chapter 2 With the children: meeting children through pedagogical narratives of the everyday preschool; this is where the research is done. Chapter 3 meet with novice teachers, that used the Circle Time Talks, to revel the lessons that we can learn with and from the children.