Submitted by admin tede (tede@pucgoias.edu.br) on 2016-10-07T12:03:54Z No. of bitstreams: 1 MARLY RESENDE DE SOUZA MOTINHO.pdf: 2134198 bytes, checksum: 8b1f51c23255d21d4dbc076792216da3 (MD5) / Made available in DSpace on 2016-10-07T12:03:54Z (GMT). No. of bitstreams: 1 MARLY RESENDE DE SOUZA MOTINHO.pdf: 2134198 bytes, checksum: 8b1f51c23255d21d4dbc076792216da3 (MD5) Previous issue date: 2016-08-26 / Based on the foundations of dialectical historical materialism, theorized by Marx and Engels, and authors who shared a conception of society formulated in the principles of social equality and democracy as: Manacorda (2007), Frigotto (2012), Vigotsky (2007), Carvalho (1999), Marx e Engels (2012), Arroyo (2008), Libâneo (2012), Oliveira (2011), Haddad (1993), Brzezinski (2014), Severino (2007), Kramer (2011), Aranha (2006), Engels (2009), Hoffmann (2015), Campos e Campos (2012), Haddad (1993), Oliveira (2011), Lakatos e Marconi (2006), Barbosa e Horn (2008), Severino (2007), Hofmann (2015). Was analyzed at first, the trajectory of early childhood education in Brazil, with his assistencialist basis and poverty combat, including the emergence of women's work with little children and their sexist character. Discussed about this point and the legal ways to break with paternalism in early childhood education as a form to guarantee the right to education provided in the Federal Constitution of 1988. The sexism in early childhood education was another analysis category: its rise, its manifestation, the positioning of combat and the rejection to its existence. For better understanding, it was made an analysis of the children’s rights, researching several authors of early childhood education, in a broadest sense and social issues, such as welfare and sexism. It was punctuated the course of early childhood education in Brazil since the actions in the colonial period to the present day. As the education of young children, is proposed under Brazilian law and how it is in reality. In Brazil, the early childhood education to the Federal Constitution had the assistencialist character and aimed care to the poor children held in philanthropic and religious institutions. In this context the figure of women and their social representation was one of the categories of analysis in this research. As a mother, daycare educator and victim of sexism in early childhood education. Starting 1988, the new Federal Constitution recognized the children's education as a right and in 1996 was recognized by the Law of Guidelines and Bases of National Education, as the first stage of basic education, from 0 to 6 years old, that should be offered by public institutions. Since then, the early childhood education has undergone many transformations, and the professional who works directly with the children, once lay caregiver win the educator condition and get the proper training. Teacher education and professional that assists in Early Childhood Education classes had great relevance in this study. In this project we proposed a reality of this research and professional, identifying their profile, their conditions of work and life, as well as public policies for this educational level. To this end it was made a field research using questionnaires to the professionals in the municipality of Senador Canedo, including its literature and documents. After the investigation of the reality experienced by many the professionals who are working directly with children in the Early Childhood Education groups has produced a report on the data collected in the survey. This served as a sample to show the conditions under which is the work with the child in early childhood education, which needs the reality between the teacher’s children, their frustrations, their needs and working conditions, revealing the child care characteristics in kindergarten. / Com base nos fundamentos teóricos do materialismo histórico dialético, teorizado por K. Marx e F. Engels, e autores que compartilham de uma concepção de sociedade pautada nos princípios da igualdade social e da democracia como: Manacorda (2007), Frigotto (2012), Vigotsky (2007), Carvalho (1999), Marx e Engels (2012), Arroyo (2008), Libâneo (2012), Oliveira (2011), Haddad (1993), Brzezinski (2014), Severino (2007), Kramer (2011), Aranha (2006), Engels (2009), Hoffmann (2015), Campos e Campos (2012), Haddad (1993), Oliveira (2011), Lakatos e Marconi ( 2006), Barbosa e Horn (2008), Severino (2007), Hofmann (2015). Analisou-se, em primeira instância, a trajetória da educação infantil, no Brasil, com sua premissa assistencialista e de combate à pobreza, bem como o surgimento do trabalho das mulheres com as crianças pequenas e seu delineamento sexista. Debateu-se sobre a questão presente e sobre as vias legais para se romper com o assistencialismo na educação infantil como forma de assegurar as crianças o direito à educação previsto na Constituição Federal de 1988. O sexismo presente na educação infantil foi outra categoria de análise: seu surgimento, sua manifestação, o posicionamento de combate e o repúdio a sua existência. Para melhor elucidação do tema, fora feita uma análise sobre os direitos da criança, a partir da pesquisa de vários autores da educação infantil, educação no sentido mais amplo e das questões sociais como o assistencialismo e o sexismo. Foi pontuado o percurso da Educação Infantil no Brasil desde as ações no período colonial até os dias atuais. Como a educação de crianças pequenas, está proposta nas leis brasileiras e como ela se encontra na realidade. No Brasil a educação infantil até a Constituição Federal tinha o caráter assistencialista e visava o atendimento às crianças carentes realizados em instituições filantrópicas e confessionais. Neste contexto, a figura da mulher e sua representação social foi uma das categorias de análise nesta pesquisa, como mãe, educadora de creche e vítima do sexismo na educação infantil. A partir de 1988, a nova Constituição Federal reconheceu a educação infantil como direito da criança e em 1996 foi reconhecida pela Lei de Diretrizes e Bases da Educação Nacional, como primeira etapa da educação básica e direito da criança de 0 a 6 anos de idade, frequentar uma instituição pública que oferte essa modalidade educacional. Desde então, a educação de crianças pequenas passou por inúmeras transformações, e o profissional que trabalha diretamente com as crianças outrora leigo e apenas cuidador precisou conquistar a condição de educador e obter a formação adequada. A formação do professor e do profissional que auxilia nas turmas de Educação Infantil teve grande relevância neste estudo. Neste projeto, foi proposta uma investigação da realidade desta(e) profissional, identificando seu perfil, suas condições de trabalho e de vida, bem como as políticas públicas para este nível educacional. Para tal, foi realizada uma pesquisa de campo utilizando questionários para entrevistar as(os) profissionais no município de Senador Canedo, pesquisa bibliográfica e documental. Após a investigação da realidade vivenciada por várias(os) profissionais que estão trabalhando diretamente com as crianças nos agrupamentos de Educação Infantil foi produzido um relatório sobre os dados apurados na pesquisa. Esta serviu de amostragem para demonstrar as condições em que se encontra o trabalho desenvolvido com a criança na educação infantil, quais suas necessidades, a realidade entre as(os) educadoras(es) infantis, suas frustrações, suas necessidades e condições de trabalho, revelando as características do atendimento à criança na Educação Infantil.

Made available in DSpace on 2016-04-04T18:33:05Z (GMT). No. of bitstreams: 1 Maria Cristina de Oliveira.pdf: 1248904 bytes, checksum: 2cadde4bd75992a9112f49f9ecd1d1c6 (MD5) Previous issue date: 2011-12-21 / This is about a study on the scientific field of Education. We aim at knowing and reflecting about the contributions that the continual education offered by the Municipal Education Secretary in Campinas provides to the teaching practices of teachers of Early Childhood Education in the Municipal School. This qualitative methodological study, where semi-structured interviews were carried out with different professionals of the Municipal Education Secretary in Campinas and the bibliographic research such as collection of data had as investigation key: the centralized courses/ groups of graduation in the Municipal Education Secretary offered to early childhood education teachers, in the voices of some professionals that work in this period of basic education, which contribute to the development of teaching attitudes related to the teaching/learning processes in the municipal of Early Childhood Education. Aiming at finding a solution to our problem, this study searched for theoretical foundation about: public policies for the municipal children education in Campinas and for the continual formation of its teachers after the promulgation of Guidelines and Norms number 9394 from 1996; the research of Work Groups in ANPED - GT 04 of Teaching, GT 07 of Education of children from zero to six years old and the GT 08 of Teachers Graduation - and the conceptions about the continual education of teachers in Early Childhood Education in the last decade; about the graduation actions offered by Municipal Education Secretary from the opening of Graduation, Technology and Educational Research Center Milton Santos (CEFORTEPE). As principal theoretical references, we have used Ferraz studies (2001), Kramer (2005), Saviani (2008), Arce (2001 and 2007), Gomes (2009), Moreto (2009), Siqueira (2009) and Ramos (2010). The current study pointed out that the centralized continual education by the Municipal Education Secretary, in the period of 2008 to 2011, increased its offer of courses of development groups as well as the number of vacancies for professionals who work in the Municipal Teaching System, but the same did not occur with the number of vacancies offered specifically for Early Childhood Education even when the early childhood education teacher is looking for a more practical development. We have elected as analyses categories: 1) the articulations between theory and practice, in the view of education professionals; 2) the development needs of teachers and teaching education policies; 3) the identity in early childhood education. We can conclude then, that the continual education has the challenging of to increase its offer of courses of development groups as well as the number of vacancies for teachers of Childhood Education who work in the Municipal Teaching System and the articulations between formative proposals and teaching practices. / Trata-se de um estudo relativo ao campo cient?fico da Educa??o. Objetivamos com ele conhecer e refletir sobre as contribui??es que a forma??o continuada oferecida pela Secretaria Municipal de Educa??o de Campinas traz para as pr?ticas docentes dos professores de Educa??o Infantil da Rede Municipal de Ensino. Este estudo de metodologia qualitativa e na qual foram utilizadas as entrevistas semi-estruturadas com os diferentes profissionais que atuam na Secretaria Municipal de Educa??o de Campinas e a pesquisa bibliogr?fica como coleta de dados, teve como quest?o de investiga??o: Os cursos/grupos de forma??o centralizados da Secretaria Municipal de Educa??o, oferecidos aos professores de Educa??o Infantil, nas vozes de alguns profissionais desta etapa da educa??o b?sica, contribuem para o aperfei?oamento das a??es docentes relativas ao processo ensino/aprendizagem nas unidades educacionais municipais de Educa??o Infantil? Na inten??o de encontrar esclarecimento para o nosso problema, este estudo buscou fundamenta??o te?rica sobre: as pol?ticas p?blicas para a Educa??o Infantil municipal da cidade de Campinas e para a forma??o de seus professores ap?s a promulga??o da Lei de Diretrizes e Bases n? 9.394 de 1996; as pesquisas dos Grupos de Trabalho da ANPED - GT 04 de Did?tica, GT 07 de Educa??o de crian?as de zero a seis anos e o GT 08 de Forma??o de Professores - as concep??es sobre a forma??o continuada de professores de Educa??o Infantil da ?ltima d?cada; sobre as a??es formativas ofertadas pela Secretaria Municipal de Educa??o a partir da inaugura??o do Centro de Forma??o, Tecnologia e Pesquisa Educacional Milton Santos (CEFORTEPE). Como principais refer?ncias te?ricas, utilizamos os estudos de Ferraz (2001), Kramer (2005), Saviani (2008), Arce (2001 e 2007), Gomes (2009), Moreto (2009), Siqueira (2009) e Ramos (2010). O presente estudo apontou que a forma??o continuada centralizada pela Secretaria Municipal de Educa??o, no per?odo de 2008 a 2011, aumentou a sua oferta de cursos e grupos de forma??o assim como o n?mero de vagas para os profissionais que atuam na Rede Municipal de Ensino, por?m o mesmo n?o ocorreu com o n?mero vagas oferecidas especificamente para a Educa??o Infantil; ainda, que o professor de Educa??o Infantil est? procurando por uma forma??o de car?ter mais pr?tico. Elegemos como categorias de an?lises: 1) a articula??o entre teoria e pr?tica, na vis?o dos profissionais da educa??o; 2) as necessidades formativas dos professores e pol?ticas da forma??o docente; 3) a identidade da Educa??o Infantil. Pudemos concluir que esta forma??o continuada tem o desafio de aumentar o n?mero de cursos e vagas para os professores da Educa??o Infantil da Rede Municipal de Ensino e articular as propostas formativas com as pr?ticas docentes.

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This dissertation explores how women kindergarten teachers in Pakistan understand the concept of gender as evident from their own reflections of their life experiences and from their interaction with their students. Early childhood education and gender equality in education are critical policy issues in Pakistan. Women pre-primary teachers have received little specific attention and little is known about their experiences. Seven women kindergarten teachers from one co-educational, private, English-medium school in the urban city of Karachi, Pakistan were involved in this mixed-method study. Multiple methods were used, namely, life history interviews with the women teachers, classroom observations of their teaching practice and interactions with girls and boys, and document analysis. Data were qualitatively and quantitatively analyzed. The findings were presented and discussed through the five nested interrelated structures – microsystem, mesosystem, exosystem, macrosystem and chronosystem - of Bronfenbrenner’s bioecological model of human development. Study findings reveal that the family and school are critical microsystems that have shaped the women kindergarten teachers’ understanding of gender in terms of possibilities and impossibilities for girls and boys, women and men within the norms of the broader patriarchal macrosystem. Throughout their lives across the chronosystem, they have had to negotiate multiple positions in their patriarchal extended families, schools, and, to some extent, the larger community in response to social change across diverse geographical spaces. Compromise and conformity have formed much of how they have understood their role and position as women in this patriarchal context. As women and as kindergarten teachers, they are doubly disadvantaged. They have been inadequately prepared to take up positions as pre-primary teachers. Nevertheless, their developing knowledge of teaching young children based on their practice and in-service training in a school with a positive outlook towards teaching has led to a more professional perspective of themselves and their careers. They are committed to teaching, but face the challenge of coping with their professional and familial demands. Often times, they draw upon their religion for strength and to make sense of their gendered experiences. Tensions are evident in their understanding of gender, particularly in relation to their own children and their kindergarten students, about following ascribed gender norms or allowing for more change in tradition in a context being rapidly influenced by globalization and socio-economic change. For the most part, their interaction with their students reflected their internalization of dominant patriarchal values and their active role in perpetuating them. Nevertheless, their gendered teaching practice has also presented possibilities for change in their unconscious and, occasionally conscious, attempts to push gender boundaries towards more equitable gender relationships in this patriarchal context. This study is significant for bringing to the fore women kindergarten teachers’ lived experiences to provide a dimension of education which has gone largely unexamined locally and globally, and which, in the context of Pakistan, are critical to consider in light of issues related to quality, access, and gender equity in early childhood education.

This dissertation explores how women kindergarten teachers in Pakistan understand the concept of gender as evident from their own reflections of their life experiences and from their interaction with their students. Early childhood education and gender equality in education are critical policy issues in Pakistan. Women pre-primary teachers have received little specific attention and little is known about their experiences. Seven women kindergarten teachers from one co-educational, private, English-medium school in the urban city of Karachi, Pakistan were involved in this mixed-method study. Multiple methods were used, namely, life history interviews with the women teachers, classroom observations of their teaching practice and interactions with girls and boys, and document analysis. Data were qualitatively and quantitatively analyzed. The findings were presented and discussed through the five nested interrelated structures – microsystem, mesosystem, exosystem, macrosystem and chronosystem - of Bronfenbrenner’s bioecological model of human development. Study findings reveal that the family and school are critical microsystems that have shaped the women kindergarten teachers’ understanding of gender in terms of possibilities and impossibilities for girls and boys, women and men within the norms of the broader patriarchal macrosystem. Throughout their lives across the chronosystem, they have had to negotiate multiple positions in their patriarchal extended families, schools, and, to some extent, the larger community in response to social change across diverse geographical spaces. Compromise and conformity have formed much of how they have understood their role and position as women in this patriarchal context. As women and as kindergarten teachers, they are doubly disadvantaged. They have been inadequately prepared to take up positions as pre-primary teachers. Nevertheless, their developing knowledge of teaching young children based on their practice and in-service training in a school with a positive outlook towards teaching has led to a more professional perspective of themselves and their careers. They are committed to teaching, but face the challenge of coping with their professional and familial demands. Often times, they draw upon their religion for strength and to make sense of their gendered experiences. Tensions are evident in their understanding of gender, particularly in relation to their own children and their kindergarten students, about following ascribed gender norms or allowing for more change in tradition in a context being rapidly influenced by globalization and socio-economic change. For the most part, their interaction with their students reflected their internalization of dominant patriarchal values and their active role in perpetuating them. Nevertheless, their gendered teaching practice has also presented possibilities for change in their unconscious and, occasionally conscious, attempts to push gender boundaries towards more equitable gender relationships in this patriarchal context. This study is significant for bringing to the fore women kindergarten teachers’ lived experiences to provide a dimension of education which has gone largely unexamined locally and globally, and which, in the context of Pakistan, are critical to consider in light of issues related to quality, access, and gender equity in early childhood education.