O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/19846 |
Resumo: | This research has as theme the management of the transition from early childhood education to early years. The same is linked to the line of research Pedagogical Management and Educational Contexts of the Professional Master in Public Policies and Educational Management, inserted in the Post Program Graduation in Public Policies and Educational Management of the Federal University of Santa Maria in the State of Rio Grande do Sul. Aims to understand the management of the transition from early childhood education to the first year of elementary school, from the viewpoint of teachers and children aiming at the construction of a transition process that respects the specificities of childhood. It had as a research context, two schools of Santa Maria, that act teachers and managers involved with the process of transition from early childhood education to early years of children. The approach was qualitative, of the research-intervention type, and carried it out in both schools, through formative meetings and integrative actions between the two contexts and mainly among children. Thus, training and integration were constituted as the product of the project itself, which allowed us to intervene and subsequently evaluate the actions developed. The theoretical references that guide this work derive, among others, from the studies performed by Libâneo, Oliveira and Toschi (2003; 2005, 2013), Freire (1996, 1997a, 1997b, 2011), Lück (2002) and Oliveira (2003) which address the theme of educational management, as well as a concern for the participation of all and a liberating education. Motta (2013), Barbosa and Delgado (2012) and Rocha and Kramer (2013), for dealing specifically with the theme of elementary school 9 years, which reflects the transition from early childhood education to early years, that help us to build the concept of this transition management process. Through research one can realize that teachers and coordinators understand childhood in different ways, however, all agree that this is a fundamental step for the integral development of the child, understanding her as a subject builder of his own culture. We also realized that from the formative meetings and the integration between the two stages that the transition process, previously not noticed at school, can achieve more visibility in the two educational contexts, and that through the voice of children one can perceive their expectations and challenges during their transition process, as well as dialogue and learn from the experience of the children themselves. Finally, for this research it is considered that the process of transition from early childhood education to early years is a process that needs to be constructed in a harmonious and sensitive way for children having the minimum of ruptures and allowing the management and others involved to direct their eyes to this process so that the singularities and continuities are respected in the experiences of children. Because the protagonists of the process of transition from early childhood education to early years are children who, by peeking through the wall, make the imagination stand out in this process. |
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2020-03-13T18:33:19Z2020-03-13T18:33:19Z2019-11-14http://repositorio.ufsm.br/handle/1/19846This research has as theme the management of the transition from early childhood education to early years. The same is linked to the line of research Pedagogical Management and Educational Contexts of the Professional Master in Public Policies and Educational Management, inserted in the Post Program Graduation in Public Policies and Educational Management of the Federal University of Santa Maria in the State of Rio Grande do Sul. Aims to understand the management of the transition from early childhood education to the first year of elementary school, from the viewpoint of teachers and children aiming at the construction of a transition process that respects the specificities of childhood. It had as a research context, two schools of Santa Maria, that act teachers and managers involved with the process of transition from early childhood education to early years of children. The approach was qualitative, of the research-intervention type, and carried it out in both schools, through formative meetings and integrative actions between the two contexts and mainly among children. Thus, training and integration were constituted as the product of the project itself, which allowed us to intervene and subsequently evaluate the actions developed. The theoretical references that guide this work derive, among others, from the studies performed by Libâneo, Oliveira and Toschi (2003; 2005, 2013), Freire (1996, 1997a, 1997b, 2011), Lück (2002) and Oliveira (2003) which address the theme of educational management, as well as a concern for the participation of all and a liberating education. Motta (2013), Barbosa and Delgado (2012) and Rocha and Kramer (2013), for dealing specifically with the theme of elementary school 9 years, which reflects the transition from early childhood education to early years, that help us to build the concept of this transition management process. Through research one can realize that teachers and coordinators understand childhood in different ways, however, all agree that this is a fundamental step for the integral development of the child, understanding her as a subject builder of his own culture. We also realized that from the formative meetings and the integration between the two stages that the transition process, previously not noticed at school, can achieve more visibility in the two educational contexts, and that through the voice of children one can perceive their expectations and challenges during their transition process, as well as dialogue and learn from the experience of the children themselves. Finally, for this research it is considered that the process of transition from early childhood education to early years is a process that needs to be constructed in a harmonious and sensitive way for children having the minimum of ruptures and allowing the management and others involved to direct their eyes to this process so that the singularities and continuities are respected in the experiences of children. Because the protagonists of the process of transition from early childhood education to early years are children who, by peeking through the wall, make the imagination stand out in this process.Esta pesquisa tem como tema a gestão da transição da educação infantil para os anos iniciais. O mesmo está vinculado a linha de pesquisa Gestão Pedagógica e Contextos Educativos do Mestrado Profissional em Políticas Públicas e Gestão Educacional, inserido no Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional da Universidade Federal de Santa Maria/RS. Tem como objetivo compreender a gestão da transição da educação infantil para o primeiro ano do ensino fundamental, a partir do olhar das professoras e das crianças visando à construção de um processo de transição que respeite as especificidades da infância. Teve como contexto de pesquisa, duas escolas de Santa Maria, que atuam professoras e gestores envolvidos com o processo de transição da educação infantil para os anos iniciais das crianças. A abordagem foi qualitativa, do tipo pesquisa-intervenção, e a realizou nas duas escolas, por meio de encontros formativos e ações integradoras entre os dois contextos e principalmente entre as crianças. Assim a formação e a integração se constituíram como o próprio produto do projeto, que nos permitiu a intervenção e posteriormente a avaliação das ações desenvolvidas. Os referenciais teóricos que norteiam este trabalho decorrem, dentre outros, dos estudos realizados por Libâneo, Oliveira e Toschi (2003; 2005, 2013), Freire (1996, 1997a, 1997b, 2011), Lück (2002) e Oliveira (2003), que abordam a temática sobre gestão educacional, como também abordam uma preocupação na participação de todos e uma educação libertadora. Motta (2013), Barbosa e Delgado (2012) e Rocha e Kramer (2013), por tratar especificadamente da temática do ensino fundamental de 9 anos, que reflete na transição da educação infantil para os anos iniciais, que nos ajudam a construir o conceito desse processo de gestão da transição. Através da pesquisa pode-se perceber que as professoras e coordenadoras compreendem a infância de diferentes formas, entretanto, todas concordam que esta seja uma etapa fundamental para o desenvolvimento integral da criança, entendendo-a como sujeito construtor de sua própria cultura. Percebemos também que a partir dos encontros formativos e da integração entre as duas etapas que o processo de transição, antes não percebido na escola, pode alcançar mais visibilidade nos dois contextos educativos, e que por meio da voz das crianças pode-se perceber suas expectativas e desafios durante seu processo de transição, assim como dialogar e aprender com a experiência das próprias crianças. Por fim, considera-se para esta pesquisa que o processo de transição da educação infantil para os anos iniciais é um processo que precisa ser construído de forma harmoniosa e sensível para as crianças, tendo o mínimo de rupturas e possibilitando que a gestão e os demais envolvidos direcionem os olhares para esse processo, a fim de que as singularidades e continuidades sejam respeitadas nas vivências das crianças. Pois os protagonistas do processo de transição da educação infantil para os anos iniciais são as crianças que ao espiarem pelo buraco do muro, tornam a imaginação em evidência nesse processo.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessGestão da transiçãoInfânciaTransição da educação infantil para os anos iniciaisManagement of the transitionChildhoodTransition from early childhood education to early yearsCNPQ::CIENCIAS HUMANAS::EDUCACAOO que há do outro lado? A gestão da transição da educação infantil para os anos iniciaisWhat’s on there the other side? The management of the transition from early childhood education to early yearsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSalva, Suelihttp://lattes.cnpq.br/8144640957398714Cancian, Viviane Achehttp://lattes.cnpq.br/3230849665453611Batalha, Denise Valdugahttp://lattes.cnpq.br/4981396549315311http://lattes.cnpq.br/9533349792713535Machado, Joceane da Silva7008000000066008d154259-70a6-48f2-82ec-a25ebb6f2bd9b0d48b7c-9006-46e2-be25-5332b4e9bcea6ff2af5f-80f9-4805-a923-e9642c6157e1b67c14bc-e0f4-4b57-848c-b76a4c9c5aa7reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPPGE_2019_MACHADO_JOCEANE.pdfDIS_PPGPPGE_2019_MACHADO_JOCEANE.pdfDissertação de Mestradoapplication/pdf2043556http://repositorio.ufsm.br/bitstream/1/19846/1/DIS_PPGPPGE_2019_MACHADO_JOCEANE.pdf69b086cff03ea15bf42fdb0e67251334MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/19846/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/19846/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53TEXTDIS_PPGPPGE_2019_MACHADO_JOCEANE.pdf.txtDIS_PPGPPGE_2019_MACHADO_JOCEANE.pdf.txtExtracted texttext/plain334222http://repositorio.ufsm.br/bitstream/1/19846/4/DIS_PPGPPGE_2019_MACHADO_JOCEANE.pdf.txtcd7549140e705f8fbb6034aadc0c4034MD54THUMBNAILDIS_PPGPPGE_2019_MACHADO_JOCEANE.pdf.jpgDIS_PPGPPGE_2019_MACHADO_JOCEANE.pdf.jpgIM Thumbnailimage/jpeg7506http://repositorio.ufsm.br/bitstream/1/19846/5/DIS_PPGPPGE_2019_MACHADO_JOCEANE.pdf.jpgaf01ead191214a94db2e5956abca7a1dMD551/198462020-03-14 03:02:11.79oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2020-03-14T06:02:11Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais |
dc.title.alternative.eng.fl_str_mv |
What’s on there the other side? The management of the transition from early childhood education to early years |
title |
O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais |
spellingShingle |
O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais Machado, Joceane da Silva Gestão da transição Infância Transição da educação infantil para os anos iniciais Management of the transition Childhood Transition from early childhood education to early years CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais |
title_full |
O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais |
title_fullStr |
O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais |
title_full_unstemmed |
O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais |
title_sort |
O que há do outro lado? A gestão da transição da educação infantil para os anos iniciais |
author |
Machado, Joceane da Silva |
author_facet |
Machado, Joceane da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Salva, Sueli |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8144640957398714 |
dc.contributor.referee1.fl_str_mv |
Cancian, Viviane Ache |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3230849665453611 |
dc.contributor.referee2.fl_str_mv |
Batalha, Denise Valduga |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4981396549315311 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9533349792713535 |
dc.contributor.author.fl_str_mv |
Machado, Joceane da Silva |
contributor_str_mv |
Salva, Sueli Cancian, Viviane Ache Batalha, Denise Valduga |
dc.subject.por.fl_str_mv |
Gestão da transição Infância Transição da educação infantil para os anos iniciais |
topic |
Gestão da transição Infância Transição da educação infantil para os anos iniciais Management of the transition Childhood Transition from early childhood education to early years CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Management of the transition Childhood Transition from early childhood education to early years |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research has as theme the management of the transition from early childhood education to early years. The same is linked to the line of research Pedagogical Management and Educational Contexts of the Professional Master in Public Policies and Educational Management, inserted in the Post Program Graduation in Public Policies and Educational Management of the Federal University of Santa Maria in the State of Rio Grande do Sul. Aims to understand the management of the transition from early childhood education to the first year of elementary school, from the viewpoint of teachers and children aiming at the construction of a transition process that respects the specificities of childhood. It had as a research context, two schools of Santa Maria, that act teachers and managers involved with the process of transition from early childhood education to early years of children. The approach was qualitative, of the research-intervention type, and carried it out in both schools, through formative meetings and integrative actions between the two contexts and mainly among children. Thus, training and integration were constituted as the product of the project itself, which allowed us to intervene and subsequently evaluate the actions developed. The theoretical references that guide this work derive, among others, from the studies performed by Libâneo, Oliveira and Toschi (2003; 2005, 2013), Freire (1996, 1997a, 1997b, 2011), Lück (2002) and Oliveira (2003) which address the theme of educational management, as well as a concern for the participation of all and a liberating education. Motta (2013), Barbosa and Delgado (2012) and Rocha and Kramer (2013), for dealing specifically with the theme of elementary school 9 years, which reflects the transition from early childhood education to early years, that help us to build the concept of this transition management process. Through research one can realize that teachers and coordinators understand childhood in different ways, however, all agree that this is a fundamental step for the integral development of the child, understanding her as a subject builder of his own culture. We also realized that from the formative meetings and the integration between the two stages that the transition process, previously not noticed at school, can achieve more visibility in the two educational contexts, and that through the voice of children one can perceive their expectations and challenges during their transition process, as well as dialogue and learn from the experience of the children themselves. Finally, for this research it is considered that the process of transition from early childhood education to early years is a process that needs to be constructed in a harmonious and sensitive way for children having the minimum of ruptures and allowing the management and others involved to direct their eyes to this process so that the singularities and continuities are respected in the experiences of children. Because the protagonists of the process of transition from early childhood education to early years are children who, by peeking through the wall, make the imagination stand out in this process. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-11-14 |
dc.date.accessioned.fl_str_mv |
2020-03-13T18:33:19Z |
dc.date.available.fl_str_mv |
2020-03-13T18:33:19Z |
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info:eu-repo/semantics/publishedVersion |
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masterThesis |
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por |
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por |
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700800000006 |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1793239958440378368 |