A ação pedagógica na educação infantil: sentidos e significados atribuídos por professoras da Rede Municipal de Educação de Goiânia

• Ano de defesa: 2017
• Autor(a) principal: Ferreira, Eulâmpia Neves
• Orientador(a): Araújo, Denise Silva
• Banca de defesa: Araújo, Denise Silva, Costa , Sônia Santana da, Sousa, Sônia Margarida Gomes, Siqueira, Romilson Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Educação infantil; Ação pedagógica; Práxis; Ensino; Aprendizagem e desenvolvimento; Interações e brincadeira
• Palavras-chave em Inglês: Early childhood education; Pedagogical action; Praxis; Teaching; Learning and development; Interactions and play
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9190

In the present study, the objective was to analyze how the pedagogical action is understood by teachers of the Municipal Education Network of Goiânia, who work in Municipal Early Childhood Centers and/or Municipal Schools with classes of Early Childhood Education and attempted to answer the following problem: What sense and meaning are assigned by teachers of Early Childhood towards pedagogical action? This study starts from the conception of Early Childhood Education as the first stage of Basic Education, with its own social and pedagogical nature and specific characteristics and differentiated from other educational stages. It is taken on the understanding of pedagogical action as praxis, human action oriented by values, theoretical conceptions and supporting political positions, which, therefore, require the conscious and intentional action of the teacher. The latter is part of a formal organization that has the objectives, strategies and methodologies necessary for teaching-learning to take place as a shared historical and social process. The research was guided by the principles of Socio-historical Psychology, which is based on Historical-Dialectical Materialism, a method of investigation that aims to understand concrete reality in order to act and transform it. In this epistemological approach, the human being is seen as a subject that builds the history of society by relating and interacting with it, in a movement of affirmation and contradiction. In this process the human being constructs its own history, constituting itself, modifying itself and transforming reality. In this way, the teachers are understood as subjects situated socially and historically. The procedures for collecting information are interviews with teachers of two municipal institutions of early childhood education in Goiânia. The analysis of the accounts was essential in order to understand the senses and meanings attributed by the teachers to their pedagogical action. In order for its words and practices to be understood as totalities of a dialectical process, a qualitative approach was adopted to proceed both to field research and to the systematization and analysis of information. It could be concluded that, despite the legal and theoretical-practical advances that have taken place in Brazil in the last decades, concerning Infant Education and its socio-educational function, teachers sometimes have difficulties in understanding their specificity.