A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/25441 |
Resumo: | This research, from the Postgraduate Program in Public Policies and Educational Management of the Professional Master's Course, demonstrates how the teacher, child and knowledge relationship is built and its possibilities in pedagogical work with young children in a time of pandemic in a network school of the Municipality of Santa Maria. Our general objective was to understand how the teacher, child and knowledge relationship is built and its possibilities in the work pedagogical with young children in time of a pandemic. In order to achieve this objective, we sought to identify, from the point of view of history, how the education of young children was constituted in Public Policies; recognize how the Sociology of Childhood helps in understanding the role of children in the area of education, especially for young children; reflect on the pedagogical work with young children in Early Childhood Education in a time of pandemic; to investigate the potential of records in the construction of shared protagonism between children and teacher and to contribute to the teachers' reflexive process on the relationships established between the narratives and processes of meanings of children. The research is based on a qualitative approach, created from an “Craftsmanship” by the researcher herself, contemplated with some inspirations from ethnographic research, with perceptions and reflections about the movements of children and teacher at school. The basis for the discussions and interpretations of the data were the narratives of the researcher teacher herself through her logbookThe theoretical framework is organized based on authors Rinaldi (2014), Kuhlmann Júnior (2015), Freire (2003, 2017 and 2019), Morin (2019 and 2020), Fortunati (2016), Hoyuelos (2019) and Josso ( 2004). In this way, when analyzing the findings through the narratives, it was possible to perceive the importance of attentive and sensitive listening to our children in the daily pedagogical work, reverberating the shared protagonism from the spaces, times and interactions existing in Early Childhood Education teaching. It is hoped that this research intends to reflect on the possibilities of narratives in relation to pedagogical work, in order to affirm the shared protagonism between teachers and children in times of pandemic. From this, the research product is a document in digital format containing narratives of the pedagogical work with young children, named “Daily Shows” and will aim to help teachers from public and private networks to think about their pedagogical work with the children, through narratives, materializing their thoughts and those of children, along with their learning. |
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2022-07-18T15:05:45Z2022-07-18T15:05:45Z2022-02-18http://repositorio.ufsm.br/handle/1/25441This research, from the Postgraduate Program in Public Policies and Educational Management of the Professional Master's Course, demonstrates how the teacher, child and knowledge relationship is built and its possibilities in pedagogical work with young children in a time of pandemic in a network school of the Municipality of Santa Maria. Our general objective was to understand how the teacher, child and knowledge relationship is built and its possibilities in the work pedagogical with young children in time of a pandemic. In order to achieve this objective, we sought to identify, from the point of view of history, how the education of young children was constituted in Public Policies; recognize how the Sociology of Childhood helps in understanding the role of children in the area of education, especially for young children; reflect on the pedagogical work with young children in Early Childhood Education in a time of pandemic; to investigate the potential of records in the construction of shared protagonism between children and teacher and to contribute to the teachers' reflexive process on the relationships established between the narratives and processes of meanings of children. The research is based on a qualitative approach, created from an “Craftsmanship” by the researcher herself, contemplated with some inspirations from ethnographic research, with perceptions and reflections about the movements of children and teacher at school. The basis for the discussions and interpretations of the data were the narratives of the researcher teacher herself through her logbookThe theoretical framework is organized based on authors Rinaldi (2014), Kuhlmann Júnior (2015), Freire (2003, 2017 and 2019), Morin (2019 and 2020), Fortunati (2016), Hoyuelos (2019) and Josso ( 2004). In this way, when analyzing the findings through the narratives, it was possible to perceive the importance of attentive and sensitive listening to our children in the daily pedagogical work, reverberating the shared protagonism from the spaces, times and interactions existing in Early Childhood Education teaching. It is hoped that this research intends to reflect on the possibilities of narratives in relation to pedagogical work, in order to affirm the shared protagonism between teachers and children in times of pandemic. From this, the research product is a document in digital format containing narratives of the pedagogical work with young children, named “Daily Shows” and will aim to help teachers from public and private networks to think about their pedagogical work with the children, through narratives, materializing their thoughts and those of children, along with their learning.Esta pesquisa, do Programa de Pós-graduação em Políticas Públicas e Gestão Educacional do Curso de Mestrado Profissional, demonstra como é construída a relação professora, criança e conhecimento e suas possibilidades no trabalho pedagógico com crianças pequenas em tempo de pandemia em uma escola da rede privada do Município de Santa Maria. Tivemos como objetivo geral compreender como é construída a relação professora, criança e conhecimento e suas possibilidades no trabalho pedagógico com crianças pequenas em tempo de pandemia. Para dar conta desse objetivo, buscamos identificar, do ponto de vista da história, como a educação das crianças pequenas foi se constituindo nas Políticas Públicas; reconhecer como a Sociologia da Infância auxilia na compreensão do protagonismo infantil na área da educação, em especial da criança pequena; refletir sobre o trabalho pedagógico com crianças pequenas na Educação Infantil em tempo de pandemia; investigar a potencialidade dos registros na construção do protagonismo compartilhado entre crianças e professora e contribuir para o processo reflexivo de professoras sobre as relações estabelecidas entre as narrativas e processos de significações das crianças. A pesquisa está fundamentada numa abordagem qualitativa, criada a partir de uma “Artesania” da própria pesquisadora, contemplada com algumas inspirações da pesquisa etnográfica, contando com percepções e reflexões acerca dos movimentos das crianças e professora na escola. A base para as discussões e interpretações dos dados foram as narrativas da própria professora pesquisadora por meio do seu diário de bordo. O referencial teórico está organizado com base em autores/as Rinaldi (2014), Kuhlmann Júnior (2015), Freire (2003, 2017 e 2019), Morin (2019 e 2020), Fortunati (2016), Hoyuelos (2019) e Josso (2004). Desta forma, ao analisar os achados por meio das narrativas, foi possível perceber a importância escuta atenta e sensível para com nossas crianças no trabalho pedagógico diário, reverberando o protagonismo compartilhado a partir dos espaços, tempos e interações existentes na docência da Educação Infantil. Espera-se com esta pesquisa tencionar a reflexão sobre as possibilidades das narrativas em relação ao trabalho pedagógico, a fim de afirmarmos o protagonismo compartilhado entre as professoras e as crianças em tempos de pandemia. A partir disso, o produto da pesquisa é um documento em formato digital contendo narrativas do trabalho pedagógico com as crianças pequenas, nomeado de “Espetáculos do cotidiano” e terá como finalidade auxiliar as professoras das redes públicas e privada a pensar seu trabalho pedagógico junto às crianças, por meio das narrativas, materializando os seus pensamentos e das crianças, junto as suas aprendizagens.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação infantilTrabalho pedagógicoNarrativasPandemiaEarly childhood educationPedagogical workNarrativesPandemicCNPQ::CIENCIAS HUMANAS::EDUCACAOA escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemiaListening to children in early child education: narratives of a teacher in pandemic timesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLima, Graziela Escandiel dehttp://lattes.cnpq.br/2375135868191425Segat, Taciana CameraDolwitsch, Julia BolssoniAntunes, Jucemarahttp://lattes.cnpq.br/8336097553592876Maffini, Franciele Paraboni700800000006600600600600600600588babec-8a2a-41c2-bbef-642453549cf4383e351e-c840-4e4d-a115-e6f7696ef65a8ce12330-e00f-464b-925c-5516e0479e2323038408-a68e-4ab2-8498-fbaba61d76037dd3d77c-6461-46a3-b0aa-3627082e9639reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia |
dc.title.alternative.eng.fl_str_mv |
Listening to children in early child education: narratives of a teacher in pandemic times |
title |
A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia |
spellingShingle |
A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia Maffini, Franciele Paraboni Educação infantil Trabalho pedagógico Narrativas Pandemia Early childhood education Pedagogical work Narratives Pandemic CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia |
title_full |
A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia |
title_fullStr |
A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia |
title_full_unstemmed |
A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia |
title_sort |
A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia |
author |
Maffini, Franciele Paraboni |
author_facet |
Maffini, Franciele Paraboni |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lima, Graziela Escandiel de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2375135868191425 |
dc.contributor.referee1.fl_str_mv |
Segat, Taciana Camera |
dc.contributor.referee2.fl_str_mv |
Dolwitsch, Julia Bolssoni |
dc.contributor.referee3.fl_str_mv |
Antunes, Jucemara |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8336097553592876 |
dc.contributor.author.fl_str_mv |
Maffini, Franciele Paraboni |
contributor_str_mv |
Lima, Graziela Escandiel de Segat, Taciana Camera Dolwitsch, Julia Bolssoni Antunes, Jucemara |
dc.subject.por.fl_str_mv |
Educação infantil Trabalho pedagógico Narrativas Pandemia |
topic |
Educação infantil Trabalho pedagógico Narrativas Pandemia Early childhood education Pedagogical work Narratives Pandemic CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Early childhood education Pedagogical work Narratives Pandemic |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research, from the Postgraduate Program in Public Policies and Educational Management of the Professional Master's Course, demonstrates how the teacher, child and knowledge relationship is built and its possibilities in pedagogical work with young children in a time of pandemic in a network school of the Municipality of Santa Maria. Our general objective was to understand how the teacher, child and knowledge relationship is built and its possibilities in the work pedagogical with young children in time of a pandemic. In order to achieve this objective, we sought to identify, from the point of view of history, how the education of young children was constituted in Public Policies; recognize how the Sociology of Childhood helps in understanding the role of children in the area of education, especially for young children; reflect on the pedagogical work with young children in Early Childhood Education in a time of pandemic; to investigate the potential of records in the construction of shared protagonism between children and teacher and to contribute to the teachers' reflexive process on the relationships established between the narratives and processes of meanings of children. The research is based on a qualitative approach, created from an “Craftsmanship” by the researcher herself, contemplated with some inspirations from ethnographic research, with perceptions and reflections about the movements of children and teacher at school. The basis for the discussions and interpretations of the data were the narratives of the researcher teacher herself through her logbookThe theoretical framework is organized based on authors Rinaldi (2014), Kuhlmann Júnior (2015), Freire (2003, 2017 and 2019), Morin (2019 and 2020), Fortunati (2016), Hoyuelos (2019) and Josso ( 2004). In this way, when analyzing the findings through the narratives, it was possible to perceive the importance of attentive and sensitive listening to our children in the daily pedagogical work, reverberating the shared protagonism from the spaces, times and interactions existing in Early Childhood Education teaching. It is hoped that this research intends to reflect on the possibilities of narratives in relation to pedagogical work, in order to affirm the shared protagonism between teachers and children in times of pandemic. From this, the research product is a document in digital format containing narratives of the pedagogical work with young children, named “Daily Shows” and will aim to help teachers from public and private networks to think about their pedagogical work with the children, through narratives, materializing their thoughts and those of children, along with their learning. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-18T15:05:45Z |
dc.date.available.fl_str_mv |
2022-07-18T15:05:45Z |
dc.date.issued.fl_str_mv |
2022-02-18 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/25441 |
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http://repositorio.ufsm.br/handle/1/25441 |
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por |
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por |
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700800000006 |
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600 600 600 600 600 600 |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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