Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores

• Ano de defesa: 2013
• Autor(a) principal: Santana, Marttem Costa de
• Orientador(a): Brito, Antonia Edna
• Banca de defesa: Lopes, Iveuta de Abreu , Ibiapina, Ivana Maria Lopes de Melo , Mendes, Bárbara Maria Macêdo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/80033/0013000002070
• Idioma: por
• Instituição de defesa: Universidade Federal do Piauí
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Universidade Federal do Piauí; CENTRO DE CIÊNCIAS DA EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Educação Infantil. Prática Pedagógica. Pesquisa Narrativa. Registro Escrito. Reflexividade.
• Palavras-chave em Inglês: Early Childhood Education; Pedagogical Practice; Narrative inquiry; Written record; Reflexivity
• Área do conhecimento CNPq: Educação; Ensino-Aprendizagem; Tópicos Específicos de Educação
• Link de acesso: http://hdl.handle.net/123456789/416; https://deposita.ibict.br/handle/deposita/282

This research has as its thematic study the written record of kindergarten teachers as a narrative that allows reflection an/on the pedagogical practice. The main objective is: to investigate the reflexivity potential of / in written records about the pedagogical practice of preschool teachers. So, we chose as specific objectives: 1) to characterize the pedagogical practice of early childhood teachers' by their written records, 2) to identify the types of written records of early childhood education teachers, and 3) to identify if the written records of the teachers can be considered as tools for reflection on teaching practice. The study is justified, therefore, for foster teachers understanding about their practices through written records, as tools that promote self-knowledge, self-education and teacher reflection, helping the rethinking of being a teacher in early childhood education. The relevance of the study, in this regard, stems from their contributions to the development of narrative and reflexivity about the pedagogical practice of preschool teachers. To fulfill the intent of the research, regarding the theoretical and methodological aspects, the study was based on research addressing about pedagogical practice in early childhood education. To contextualize the object of study, the research anchors on the contributions of: Krammer (1994, 1996, 2011), Oliveira-Formosinho and Azevedo (2002), Del Priore (2000), Corsino (2009), Kuhlmann Jr. (2011 ), Ostetto (2000, 2010), Bassedas, Huguet and Solé (1999), Paige-Smith and Craft (2010), among others. This is a qualitative study, developed through narrative research. In relation to the methodological path, this research is based on Bauer and Gaskell (2000), Larrosa (2004, 2010), Clandinin and Connelly (2000, 2011), Dominicé (2010), Josso (2010), Souza (2006), for example. In data production, the research used written diaries of practice, narrative interview and observation. The narrative study developed in dialogue with four kindergarten teachers from SESC - Educational Center Floriano/PI. We analyzed the narrative data supported by the technique of content analysis proposed by Poirier, Valladon-Clapier and Raybaut (1999). The data organization includes three (03) lines of analysis, so-called: Axis 01 - Characterization of teaching practice in early childhood education; Axis 02 - Types of written record of kindergarten teachers; Axis 03 - The written record and reflexivity on/about pedagogical practice. The study completion has the merit of enhancing the teaching self-awareness, through reflexivity about acting and about being a teacher, promoting self-education. The writing produced by the teachers is so diverse: in planning, through individual and collective reporting, in terms notebooks records, posters, among others. The research revealed the gradual accession of registering a written pedagogical practice by preschool teachers in their mode, your way to teach, stimulating the development of reflexivity, and the narrative as a productive and intervening tool in reworking the ways of thinking, feeling, to create and to act in time and space education.