AS PRÁTICAS PEDAGÓGICAS DE PROFESSORES DE EDUCAÇÃO INFANTIL DO MUNICÍPIO DE SANTA INÊS

• Ano de defesa: 2013
• Autor(a) principal: Costa, Maria Lourdene Paula
• Orientador(a): MELO, Maria Alice
• Banca de defesa: Nascimento, Ilma Vieira do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Prática pedagógica; Criança; Educação infantil
• Palavras-chave em Inglês: Pedagogical practice; Child, Child education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/248

The undertaken discussions about the pedagogical practice of the teachers who act in the Child Education are recent, and writing about this subject constitutes a very great challenge. Based on a parameter, the reflections about the pedagogical practice, We direct the central point of our study to the pedagogical practice of the teachers of Child Education in the public school in the city of Santa Inês. Thus, the central objective of this research is to investigate and to analyze the gender of pedagogical practices developed by the teachers of child education in the municipal school in the city of Santa Inês. The theoretical considerations concerning the pedagogical practices, in the context of the investigation are based in: Kramer (2006, 2011), Oliveira (2012), Vasquez (1977), Veiga (2008), Vygotsky (2001). The present study shows the results of a qualitative research carried through the municipal school Fiona (fictional name) located in the urban zone of Santa Inês, a city in the State of Maranhão. Eight teachers who act in the mentioned school were engaged in this study. The production of data occurred with the combination of the following instruments: questionnaires, semi-structure interviews and written relates objecting to perceive the grade of knowledge of the participants of the research and also of their pedagogical practices oscillating between the romantic , the cognitive pedagogical practice and sometimes in the critical pedagogical practice having predominance the type of romantic pedagogical practice, whose proposal is based on the conception of children as if they were seeds to be loosen , where the student is the central of pedagogical task and that the pedagogical performance of teachers leads to a repetitive and acritical practice where the teaching activity assumes a repetitive and mechanical form. It also became evident, the fragmentation of the theoretical knowledgments that hold up the pedagogical practice of the teachers.