Formação de professoras em educação infantil: entrelaçamentos em um processo formativo

• Ano de defesa: 2021
• Autor(a) principal: Marafiga, Andressa Wiedenhoft
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000qds0
• 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; Processo formativo; Curso de formação em educação infantil; Teoria histórico-cultural; Early childhood education; Formative process; Training course in early childhood education; Historical-cultural theory; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/23998

This doctoral research is part of the Teaching, Knowledge, and Professional Development line of the Graduate Program in Education at the Federal University of Santa Maria (UFSM/RS). Its general objective is to understand how a training course in Early Childhood Education intentionally organized from the assumptions of the Historical-Cultural Theory can be constituted as a formative process of teaching-learning aiming at the development of the child’s higher psychic functions. To achieve this general objective, three investigative actions were listed, namely: Identifying the actions necessary for the formation of a training course in Early Childhood Education; Reflect on the importance of theoretical-practical sharing for teaching, learning, and reframing; Discuss the possibilities of organizing teaching in Early Childhood Education, creating conditions for the appropriation of scientific concepts by children. A formative action was also established, namely: Organizing a collective process of learning knowledge about the process of child development, as well as for the organization of teaching in Early Childhood Education, based on the Historical-Cultural Theory (THC), Activity Theory (TA), and the Teaching Guidance Activity (AOE). The study is based on the assumptions of the Historical-Cultural Theory, which understands that through the appropriation of historically elaborated knowledge, subjects become humanized. To apprehend the reality, a training course in Early Childhood Education entitled: “Discovering and learning about Early Childhood Education” was offered to teachers, future teachers, and professionals in education. In the first part of the course, theoretical studies were conducted, while in the second part, actions were planned that were developed in a municipal public school in the city of Santa Maria/RS in Early Childhood Education classes. As a conclusion arising from the first unit, “The actions of those who organize,” it was possible to identify that the intention of those who organize a training process interferes with learning, through appropriations made or not by the subjects. In unit two, “The actions of those who study and learn” the importance of the study in the process of revisiting and requalifying practices was highlighted and that this study, when shared, helps to understand theory and practice. From unit three, “Actions aimed at the organization of teaching,” it was possible to recognize the role of sharing ideas for conscious planning, passing through the study/research/appropriation. Thus, it is argued that a training course in Early Childhood Education guided by the assumptions of the Historical-Cultural Theory is constituted as a teaching-learning process when the participating subjects understand the importance of their role as educators in the intentional organization of teaching, aimed at main activity of the child (the game), and the development of higher psychic functions, which implies being active.