Auto(trans)formação permanente com professoras: a escuta sensível e o olhar aguçado na do-discência com as turmas multi-idades da Unidade de Educação Infantil Ipê Amarelo/UFSM

• Ano de defesa: 2020
• Autor(a) principal: Goelzer, Juliana
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação infantil; Turmas multi-idades; Escuta sensível e olhar aguçado; Auto(trans)formação permanente com professoras; Child education; Multi-age classes; Sensitive listening and keen eyes; Permanent self-(trans)formation with teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/22990

This Dissertation is linked to the Research Line 1: Training, Knowledge and Professional Development, of the Graduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM). It consists of a dialogical research developed with teachers who worked, from 2008 to 2018, in the multi-age classes of the Child Education Unit Ipê Amarelo (UEIIA), Teaching, Research and Extension Unit of the Federal University of Santa Maria. The main objective of this work is the comprehension of the challenges that the sensitive listening and keen eyes on children in the multi-age classes, particularly with the children of the Ipê Amarelo Infant Education Unit, brings to the permanent self-(trans)formative processes with teachers. The specific objectives consist of: to know, together with the co-authored teachers, their life and education experiences (JOSSO, 2010b), finding the relation of them with the constitution of teaching, in order to understand, also from this view on their trajectories, their current conceptions about teaching with multi-age groups; to understand the concepts of some fellows, and interns, who work or have worked at UEIIA, about the teaching of multi-age classes, through the interlocution of Pedagogical Letters, in order to raise problematizations, which will provoke generating themes for the elaboration of Pedagogical Letters and for the realization of the Investigative self-(trans)formative Dialog Circles with co-authored teachers; to build a dialogue with the co-authoring teachers, through the interlocution of Pedagogical Letters and realization of Investigative self-(trans)formative Dialog Circles, about the challenges that the sensitive listening and the keen eye to children in the multi-age groups might incite for self-(trans)formation in the constitution of their teaching; to understand the challenges that sensitive listening and keen eyes on children in UEIIA multi-age classes might inspire for self-(trans)formative processes with teachers that are or were in permanent training/formation in UEIIA. This work follows a qualitative approach of the Case Study Type (CHIZZOTTI, 2009) and Research-Self(trans)formation, a type of research that has been built by the Dialogus Group, based on the assumptions of both José and Freire. The research methodological dynamics were anchored in the Pedagogical Letters (FREIRE, 2011c, 2014, 2015; CAMINI, 2012; LACERDA, 2016) and in the Investigative-Self(trans)formative Dialogic Circles (HENZ, 2015; FREITAS, 2015; HENZ E FREITAS , 2015), and the interpretation of constructs was carried out from the hermeneutic perspective (GADAMER, 1977; RICOEUR, 1988; HENZ, 2003). The constructs of the research reveal that the acting in multi-age groups have imposed significant challenges in the permanent self-(trans)formative processes, performed with the co-authored teachers of the research. The raised challenges are related to the sensitive listening and the keen eye to the children's singularities and the relationships among themselves; to the re-elaboration of the look about the child and the (re)learning of teaching/learning (FREIRE, 1995) with them; and to the planning and role of the Early-Childhood-Education teacher. Nevertheless, the constructs also reveal that such (trans)-formations are not possible without the process of critical reflection on the practice carried out by the teachers working in those classes. Thus, the UEIIA emerged as a powerful space that provokes permanent self-(trans)formations, which leads us to defend the need and importance of (with) experiences in sensitive listening and keen eyes with children aged 0 to 5 years and 11 months throughout the initial and permanent training so that teachers and future teachers have the opportunity to possibility of learning/teaching with children, and thus becoming permanent bambinas (KOHAN, 2020).