Práticas pedagógicas de professoras de um centro municipal de educação infantil: a alimentação dos bebês em pauta

• Ano de defesa: 2023
• Autor(a) principal: Liberato, Luciana da Conceição
• Orientador(a): Vercelli, Ligia de Carvalho Abões
• Banca de defesa: Vercelli, Ligia de Carvalho Abões , Silva, Marta Regina Paulo da , Lauriti, Nádia Conceição
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: centro municipal de educação infantil; alimentação dos bebês; práticas pedagógicas
• Palavras-chave em Inglês: municipal center for early childhood education; feeding of babies; pedagogical practices
• Palavras-chave em Espanhol: centro municipal de educación infantil; alimentación de bebés; prácticas pedagógicas
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3740

This dissertation focuses on the pedagogical practices of teachers at a Municipal Center for Early Childhood Education, with a focus on infant feeding. The research problem is: how do nursery teachers practice infant feeding in their pedagogy? The general objective is to analyze how nursery teachers' pedagogical practices relate to infant feeding. Specific objectives include identifying whether feeding time for infants includes both care and education, and whether feeding times occur according to infants' needs. The hypothesis is that teachers may not realize that feeding time is a rich opportunity for significant experiences of care and education due to their lack of theoretical knowledge about the importance of nutrition. The study is conducted in a Municipal Center for Early Childhood Education located in the south zone of São Paulo. The participants are three nursery teachers and a pedagogical coordinator. The research is qualitative, and the data collection instruments include observations of the teachers' pedagogical practices related to feeding and semi-structured interviews with the teachers and pedagogical coordinator. The theoretical framework includes the ideas of various authors, such as Maria Cristina Faber Boog, Zilma de Moraes Ramos de Oliveira, Emi Pikler, Ilaria Cavallini, Maddalena Tedeschi, and Câmara Cascudo, as well as the Normative Orientation of Food and Nutritional Education for Early Childhood Education, an important document that establishes guidelines for nutrition in São Paulo's Early Childhood Education and determines what needs to be ensured for meal times to be considered a social practice, including schedules, spaces, materials, interactions, listening, observation, and records. The data are analyzed using Laurence Bardin's content analysis. The following categories emerged from the analysis: nutrition and health, food and nutritional education, pedagogical practice, and lack of knowledge about laws and guidelines for school nutrition in early childhood education due to a lack of discussions in initial and continuing teacher education. The results indicate that pedagogical practices related to food and nutritional education tend to prioritize care and health without considering nutrition as a social practice. There is no pedagogical intentionality regarding feeding time, and there is a lack of connection between caring and educating. The study also highlights the need for more dialogue about nutrition because it reveals that teachers have limited knowledge about it. This suggests that initial and continuing teacher education should engage with everyday practices in the school setting. As a proposal for intervention, we developed educational videos with the objective of raising awareness and awareness of the theme addressed. The videos were presented to the pedagogical