Documentos curriculares, movimento humano e educação infantil: um estudo a partir da fala dos professores

• Ano de defesa: 2019
• Autor(a) principal: Marco, Melissa Cecato de
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de, Teixeira, Rosiley Aparecida, Bioto-Cavalcanti, Patrícia Aparecida, Neira, Marcos Garcia, Freire, Elisabete dos Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: documentos curriculares; educação infantil; movimento; professores; rede municipal de ensino de São Paulo
• Palavras-chave em Inglês: curricular documents; early childhood education; movement; teachers; early childhood municipal education of São Paulo city
• Palavras-chave em Espanhol: documentos curriculares; educación infantil (preescola); movimiento; profesores; red municipal de enseñanza de São Paulo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2103

The intensity that curricular reforms have been proposed transformed the educational field into a place where different educational and curriculum concepts are presented, defended and questioned. From the scope of this debate arises the object of this research: the curricular guidance documents for the Early Childhood Education of São Paulo district teaching system, specifically the approach given to corporal and movement expressions. The core issue, that guides this research could be defined as: what meanings do the corporal expressions and movement have in the São Paulo curricular documents of Early Childhood Education? This issue unfolds in a second question: how do the teachers understand these issues within their school practice? Firstly, our aim is to understand how the curricular documents define concepts as corporal references, gestures and movements. Next, is to verify how the child education teachers´ of São Paulo education network define their practices in relation to the documents. Our research sources consist of the following documents: the Currículo Integrador da Infância Paulistana (2015) produced by the São Paulo Municipal Education Department and the Base Nacional Comum Curricular (BRASIL/MEC, 2017), as well as semi-structured interviews with teachers of the municipal education system in São Paulo. The semi-structured interviews with teachers were analyzed through the content analysis proposed by Bardin (1995). The analysis of Curriculum Integrator showed that it presents approximations with the cultural studies theoretical perspectives. The interviews indicate that the teachers know and use the guiding documents, and that they perform study collective actions and educational planning. Nevertheless, they mention difficulties related to the pedagogical practices effectiveness, due to the presumable barrier of understanding that they present related to the documents curricular orientation´s theoretical assumptions, especially in the field of movement.