Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local
Ano de defesa: | 2017 |
---|---|
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 Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/14971 |
Resumo: | This dissertation received support from the Education Observatory Program of the Coordination of Improvement of Higher Education Personnel - CAPES / Brazil and is linked to the Elos / Cnpq Research Group. It is inserted in the line of research LP2, entitled School Practices and Public Policies, of the Post-Graduation Program in Education, Federal University of Santa Maria (UFSM). It presents as general objective to analyze the meanings and the tensions of the curriculum of the infantile education, with emphasis in the children from zero to three years, considering the public policies and the context of a public institution of the municipality of Santa Maria - RS. The methodology adopted is based on the quantitative-qualitative approach, based on a case study. The data were produced through the analysis of public policies considering the documents that guide the organization of the curriculum of children's education, using as a source: School Census of the National Institute of Studies and Educational Research Anísio Teixeira (INEP), and data from the Observatory of the National Education Plan. As an instrument of data production with the subjects of the research, we used participant observation in the school context in a nursery class, semi-structured interview with the pedagogical coordinator and questionnaire with four teachers of children from zero to three years old of an institution municipal public. As theoretical references, the studies of Oliveira (2011), Guimarães (2011), Barbosa (2016), Gimeno Sacristán (2000), Kuhlmann (2004) and Kramer (2016) among others, besides the pertinent educational legislation, were used. Over the years, early childhood education has made advances, both in terms of enrollment, thus increasing access to the first stage of basic education, as well as in the construction and elaboration of pedagogical proposals and curricula, since discussions have been held and construction of new public policies and documents to guide and guide the curricula of children's education, always targeting the child as a historical subject of rights and the center of the planning of these proposals. It was verified that in the course of Brazilian history, different models and conceptions of curriculum were being organized and that for a long time children from zero to three years of age were not thought of in these proposals. Curricular movements and studies were studied, which sought to integrate and understand the specificities of the children, who would attend the day care context. It is concluded that the meaning of curriculum assigned in the current context of early childhood education emerges from something that is in motion, in which it is alive and flexible according to the interests, needs and demands of children. |
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2018-11-28T16:38:45Z2018-11-28T16:38:45Z2017-08-23http://repositorio.ufsm.br/handle/1/14971This dissertation received support from the Education Observatory Program of the Coordination of Improvement of Higher Education Personnel - CAPES / Brazil and is linked to the Elos / Cnpq Research Group. It is inserted in the line of research LP2, entitled School Practices and Public Policies, of the Post-Graduation Program in Education, Federal University of Santa Maria (UFSM). It presents as general objective to analyze the meanings and the tensions of the curriculum of the infantile education, with emphasis in the children from zero to three years, considering the public policies and the context of a public institution of the municipality of Santa Maria - RS. The methodology adopted is based on the quantitative-qualitative approach, based on a case study. The data were produced through the analysis of public policies considering the documents that guide the organization of the curriculum of children's education, using as a source: School Census of the National Institute of Studies and Educational Research Anísio Teixeira (INEP), and data from the Observatory of the National Education Plan. As an instrument of data production with the subjects of the research, we used participant observation in the school context in a nursery class, semi-structured interview with the pedagogical coordinator and questionnaire with four teachers of children from zero to three years old of an institution municipal public. As theoretical references, the studies of Oliveira (2011), Guimarães (2011), Barbosa (2016), Gimeno Sacristán (2000), Kuhlmann (2004) and Kramer (2016) among others, besides the pertinent educational legislation, were used. Over the years, early childhood education has made advances, both in terms of enrollment, thus increasing access to the first stage of basic education, as well as in the construction and elaboration of pedagogical proposals and curricula, since discussions have been held and construction of new public policies and documents to guide and guide the curricula of children's education, always targeting the child as a historical subject of rights and the center of the planning of these proposals. It was verified that in the course of Brazilian history, different models and conceptions of curriculum were being organized and that for a long time children from zero to three years of age were not thought of in these proposals. Curricular movements and studies were studied, which sought to integrate and understand the specificities of the children, who would attend the day care context. It is concluded that the meaning of curriculum assigned in the current context of early childhood education emerges from something that is in motion, in which it is alive and flexible according to the interests, needs and demands of children.Esta dissertação de mestrado recebeu apoio do Programa Observatório da Educação, da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES/Brasil e está vinculada ao Grupo de Pesquisa Elos/Cnpq. Insere-se na linha de pesquisa LP2, intitulada Práticas Escolares e Políticas Públicas, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (UFSM). Apresenta como objetivo geral analisar os significados e as tensões do currículo da educação infantil, com ênfase nas crianças de zero a três anos, considerando as políticas públicas e o contexto de uma instituição pública do município de Santa Maria - RS. A metodologia adotada pauta-se na abordagem quanti- qualitativa, a partir de um estudo de caso. Os dados foram produzidos por meio da análise das políticas públicas considerando os documentos que orientam a organização do currículo da educação infantil, utilizando-se como fonte: Censo Escolar do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), e dados do Observatório do Plano Nacional de Educação. Como instrumento de produção de dados junto aos sujeitos da pesquisa, utilizou-se a observação participante no contexto escolar em uma turma de berçário, entrevista semiestruturadas com a coordenadora pedagógica e questionário com quatro professoras das crianças de zero a três anos de idade de uma instituição pública municipal. Como referenciais teóricos foram utilizados os estudos de Oliveira (2011), Guimarães (2011), Barbosa (2016), Gimeno Sacristán (2000), Kuhlmann (2004), Kramer (2016), entre outros, além da legislação educacional pertinente. Com o passar dos anos a educação infantil apresentou avanços, tanto em relação ao número de matrículas, ampliando assim o acesso a primeira etapa da educação básica, como também na construção e elaboração das propostas pedagógicas e dos currículos, pois realizaram-se discussões e a construção de novas políticas públicas e documentos para orientar e guiar os currículos da educação infantil, visando sempre a criança como sujeito histórico de direitos e o centro do planejamento destas propostas. Verificou-se que no transcorrer da história brasileira, diferentes modelos e concepções de currículo foram sendo organizados e que durante muito tempo as crianças de zero a três anos de idade, não eram pensadas nestas propostas. Foram vivenciados movimentos curriculares e estudos, que buscavam integrar e compreender as especificidades das crianças, que iriam frequentar o contexto da creche. Conclui-se que o significado de currículo atribuído no contexto atual da educação infantil, emerge de algo que está em movimento, em que é vivo e flexível conforme os interesses, necessidades e demandas das crianças.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação infantilPolíticas públicasCurrículoChild educationPublic policyCurriculumCNPQ::CIENCIAS HUMANAS::EDUCACAOEducação infantil, creche e currículo: movimentos e tensões entre o nacional e o localChild education, creche and curriculum: movements and tensions between national and localinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSarturi, Rosane Carneirohttp://lattes.cnpq.br/4133511150582100Dalla Corte, Marilene Gabrielhttp://lattes.cnpq.br/1554366181630485http://lattes.cnpq.br/0091684051693033Zwetsch, Patrícia dos Santos7008000000066007cc07b51-a95a-4ed8-986c-0cf8b343f64519711f97-3873-4496-88ef-43840fa72cb63ccb5c7f-4060-45b8-a7e4-4e3978f4357dreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local |
dc.title.alternative.eng.fl_str_mv |
Child education, creche and curriculum: movements and tensions between national and local |
title |
Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local |
spellingShingle |
Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local Zwetsch, Patrícia dos Santos Educação infantil Políticas públicas Currículo Child education Public policy Curriculum CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local |
title_full |
Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local |
title_fullStr |
Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local |
title_full_unstemmed |
Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local |
title_sort |
Educação infantil, creche e currículo: movimentos e tensões entre o nacional e o local |
author |
Zwetsch, Patrícia dos Santos |
author_facet |
Zwetsch, Patrícia dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sarturi, Rosane Carneiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4133511150582100 |
dc.contributor.referee1.fl_str_mv |
Dalla Corte, Marilene Gabriel |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1554366181630485 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0091684051693033 |
dc.contributor.author.fl_str_mv |
Zwetsch, Patrícia dos Santos |
contributor_str_mv |
Sarturi, Rosane Carneiro Dalla Corte, Marilene Gabriel |
dc.subject.por.fl_str_mv |
Educação infantil Políticas públicas Currículo |
topic |
Educação infantil Políticas públicas Currículo Child education Public policy Curriculum CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Child education Public policy Curriculum |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation received support from the Education Observatory Program of the Coordination of Improvement of Higher Education Personnel - CAPES / Brazil and is linked to the Elos / Cnpq Research Group. It is inserted in the line of research LP2, entitled School Practices and Public Policies, of the Post-Graduation Program in Education, Federal University of Santa Maria (UFSM). It presents as general objective to analyze the meanings and the tensions of the curriculum of the infantile education, with emphasis in the children from zero to three years, considering the public policies and the context of a public institution of the municipality of Santa Maria - RS. The methodology adopted is based on the quantitative-qualitative approach, based on a case study. The data were produced through the analysis of public policies considering the documents that guide the organization of the curriculum of children's education, using as a source: School Census of the National Institute of Studies and Educational Research Anísio Teixeira (INEP), and data from the Observatory of the National Education Plan. As an instrument of data production with the subjects of the research, we used participant observation in the school context in a nursery class, semi-structured interview with the pedagogical coordinator and questionnaire with four teachers of children from zero to three years old of an institution municipal public. As theoretical references, the studies of Oliveira (2011), Guimarães (2011), Barbosa (2016), Gimeno Sacristán (2000), Kuhlmann (2004) and Kramer (2016) among others, besides the pertinent educational legislation, were used. Over the years, early childhood education has made advances, both in terms of enrollment, thus increasing access to the first stage of basic education, as well as in the construction and elaboration of pedagogical proposals and curricula, since discussions have been held and construction of new public policies and documents to guide and guide the curricula of children's education, always targeting the child as a historical subject of rights and the center of the planning of these proposals. It was verified that in the course of Brazilian history, different models and conceptions of curriculum were being organized and that for a long time children from zero to three years of age were not thought of in these proposals. Curricular movements and studies were studied, which sought to integrate and understand the specificities of the children, who would attend the day care context. It is concluded that the meaning of curriculum assigned in the current context of early childhood education emerges from something that is in motion, in which it is alive and flexible according to the interests, needs and demands of children. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-23 |
dc.date.accessioned.fl_str_mv |
2018-11-28T16:38:45Z |
dc.date.available.fl_str_mv |
2018-11-28T16:38:45Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/14971 |
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http://repositorio.ufsm.br/handle/1/14971 |
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por |
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por |
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700800000006 |
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600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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