Contribuições de narrativas de crianças para a formação de professores de educação infantil

• Ano de defesa: 2016
• Autor(a) principal: Bezerra, Vanessa Lidiane Domiciano [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/48912/001300002d171
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Children's narratives; Teacher training; Pre-school; Narrativas infantis; Formação de professores; Educação infantil
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=4456510; https://repositorio.unifesp.br/handle/11600/46466

The research, qualitative approach aims to investigate the reflections and the impact of children's tales of childhood and school in their teachers, considering the importance of hearing the child as subject of rights, based on studies of sociology of childhood in special. Sought evidence as childhood puzzle to be unraveled, bringing the debate, public educational policies for early childhood education and the concepts that underlie the study of childhood, considering the complexity of preschool teachers training. Fieldwork has being developed with children in the form of conversation circles, drawings and play make-believe of "little school", with the participation of ten children of different classes of pre-school and six teachers from public school, through dialogical Group, plus observation and record in Field Journal by the researcher in these activities. For the analysis, was conducted readback of data from the narratives produced by children and then presented to teachers, thereby providing reflective processes, as well as prospects for the reinterpretation of his experiences. The research findings allow us to state that the narratives of children about their childhoods and school concepts move between complaints in relation to the spaces (school environments), the relationships established there, the playful dimension and the basic needs of children. When they were presented to their teachers, concerns came out regarding the methodology used in the research, the adultocentric displacements, the evidence and destabilization process of convictions about how these professionals sighted children, childhood and school children education. Unveiling the puzzle of children's perceptions of the school of early childhood education proved to be a potential means of reflection on teacher?s training actions in general and child education in particular. Intend to contribute to the debate and improving the quality of teacher?s education and their professional practices, announcing that signal the voices of children, identifying what, in our view, are presented as challenges for training and for everyday work of preschool teachers in order to provide significant formative experiences for teachers and children.