Made available in DSpace on 2016-04-04T18:29:30Z (GMT). No. of bitstreams: 1 Lucilena Marcondes.pdf: 2002228 bytes, checksum: 41dec15d67d70f691571729b04fa764e (MD5) Previous issue date: 2006-08-16 / The purpose of the study was to assess the creativity conception and creative performance in teachers of Child Education, giving stress to self perception in creativity, the strategy used in classrooms and the interaction teacher-pupil. Were submitted 185 teachers of child education in county-schools in the states of: Maranh?o, Minas Gerais, Rio Grande do Sul, Paran?, Mato Grosso, Roraima and S?o Paulo, including all brazilian regions divided into nine groups, being three from S?o Paulo, it was applyed to one of them, observation in classroom in nine teachers. The survey was composed of 80 questions related to beliefs, professional performance and self-perception as creative teacher. Open answers were submitted to analysis of content and qualified value. The data was analysis quantitative, used percentage and average. The results showed that in all groups, prevailed the less young teachers old, with age between 31 and 40 years old, performing almost half of the subject. In relation to education degree, from those, 81 were post-graduated. It was detected thirteen types of expertise and Psychopedagogy was the issue that contributed to the major number of teachers, followed by Child Education. The groups that obtained the highest grades were: Minas Gerais group, that reached the best grade in child education; Mato Grosso group, with the best grade in relationship with students, mood and imagination, and self-valuation and the group from Rio Grande do Sul, in didactic and frequency in the use of essential characteristics to the good teachers. The conclusion was that although teachers differ from region to region in Brazil, they proved to apply creativity and they all stated to have creative students. Aware of notion of creativity, and knowing how to incentive in the training course caused great impact in the areas: relationship with students, mood and imagination, and self-valuation. These notions were considered non satisfactory in the groups from Rio Grande do Sul, Paran? and the ones in the countryside region of S?o Paulo, therefore it is necessary to revise training courses and highlight the importance of this theme in the regions. / O objetivo do estudo foi avaliar a concep??o de criatividade e atua??o criativa em professoras de educa??o infantil, dando ?nfase ? auto-percep??o sobre criatividade, ?s estrat?gias usadas em sala de aula e ? intera??o professor-aluno. Foram sujeitos 185 professoras de Educa??o Infantil municipal dos Estados: Maranh?o, Minas Gerais, Rio Grande do Sul, Paran?, Mato Grosso, Roraima e S?o Paulo englobando todas as regi?es brasileiras, divididas em nove grupos sendo tr?s de S?o Paulo, tendo sido feita em um deles, observa??o em sala de aula de 9 professoras. O instrumento foi composto de 80 perguntas para identificar caracteriza??o da professora e quest?es relativas ?s cren?as, atua??o profissional e auto-percep??o como professora criativa. As respostas abertas foram submetidas ? an?lise de conte?do e avalia??o qualitativa. Os dados foram analisados quantitativamente utilizando percentagens e m?dias. Os resultados demonstraram que em todos os grupos predominaram as educadoras menos jovens, com faixa et?ria entre 31 e 40 anos de idade, perfazendo quase metade dos sujeitos. Quanto ? escolaridade 148 professoras (80%), terminaram o 3? Grau, das quais 81 t?m curso de P?s-Gradua??o. Foram encontrados treze tipos de Especializa??o e Psicopedagogia foi o curso que apresentou maior n?mero de professoras, seguido pelo curso de Educa??o Infantil. Os grupos que obtiveram as maiores m?dias foram: grupo de Minas Gerais, que alcan?ou a maior m?dia nas ?reas da educa??o infantil; o grupo de Mato Grosso, que obteve a maior m?dia nas ?reas de relacionamento com alunos, humor e imagina??o e avalia??o de si mesma e o do Rio Grande do Sul, nas ?reas da did?tica e freq??ncia de uso das caracter?sticas indispens?veis ? professora. Concluiu-se que embora haja diferen?as entre as professoras das regi?es brasileiras, todas demonstraram fazer uso da criatividade e foram un?nimes em afirmar terem alunos criativos. Ter tido no??es de criatividade, e como incentiv?-la, no curso de forma??o apresentou impacto nas ?reas: relacionamento com alunos, humor e imagina??o e avalia??o de si mesma. Essas no??es foram consideradas insatisfat?rias nos grupos do Rio Grande do Sul, Paran? e nos do interior de S?o Paulo, havendo necessidade de rever os cursos de forma??o e enfocar a import?ncia deste tema, nessas regi?es.

Made available in DSpace on 2016-04-04T18:32:31Z (GMT). No. of bitstreams: 1 Sonia Regina Brizolla.pdf: 557116 bytes, checksum: b80bb4dcb41d18256a2878169ba476b2 (MD5) Previous issue date: 2006-06-01 / This work associates the research line to it: University, Docence and Formation of Professors analyze the course of Pedagogy of the Puc-Campinas, treating to the following questioning: The Psicomotricity as one disciplines of the course of Pedagogy, will be able to assist the professor of the Infantile education in pedagogical practical its? It was verified by means of literature and of interviews, that this science is superficially boarded in the related course. The Psicomotricity has been studied and argued for some authors, taking itself in consideration the phases of the development of the child and its contribution for the intellectual development of the same ones. The objective of this work is to present a proposal of performance in Psicomotricity for the formation of the professor, being emphasized its importance for the Infantile Education, verifying the acquisition of motor, necessary abilities for a good performance of the learning. Being thus, this work demonstrates for professors importance of Psicomotricity and that the lack of this can affect the development of the reading and the writing in the children who are initiating the pertaining to school life, or either, the Infantile Education. / Este trabalho vincula-se ? linha de pesquisa: Universidade, Doc?ncia e Forma??o de Professores analisa o curso de Pedagogia da Puc-Campinas, tratando do seguinte questionamento: A Psicomotricidade como uma disciplina do curso de Pedagogia, poder? auxiliar o professor da educa??o Infantil em sua pr?tica pedag?gica? Verificou-se por meio de literatura e de entrevistas, que esta ci?ncia ? superficialmente abordada no referido curso. A Psicomotricidade tem sido estudada e discutida por v?rios autores, levando-se em considera??o as fases do desenvolvimento da crian?a e a sua colabora??o para o desenvolvimento intelectual das mesmas. O objetivo deste trabalho ? apresentar uma proposta de atua??o em Psicomotricidade para a forma??o do professor, enfatizando sua import?ncia para a Educa??o Infantil, verificando a aquisi??o de habilidades motoras, necess?rias para um bom desempenho da aprendizagem. Sendo assim, esse trabalho demonstra para os professores a import?ncia da Psicomotricidade e que a falta desta pode afetar o desenvolvimento da leitura e da escrita nas crian?as que est?o iniciando a vida escolar, ou seja, a Educa??o Infantil.

Made available in DSpace on 2016-04-04T18:33:11Z (GMT). No. of bitstreams: 1 Juliana Gomes Santos.pdf: 1146355 bytes, checksum: fe717eb129f370917b0b1f9b77b4aedf (MD5) Previous issue date: 2013-02-28 / This research "Narratives of Early Childhood Education teachers: a training experience in office" the formation of "teachers' / students from the Pedagogy PARFOR (National Teacher Training for Basic Education - Decree No. 6755/2009) Private Institution of Higher Education in Campinas. Our study object is the training process experienced by the "teachers" / Early Childhood Education students in that course. Our research problem lies in identifying conceptual reworkings on Children and Early Childhood Education and a professor of early childhood education teachers are from the initial academic training, therefore bring its history to that part of training and experience. Through a qualitative approach, we discuss the formation of "teachers" in the exercise and analyze the conceptions of children, kindergarten and kindergarten teacher of our participants. We adopt as a technique for collecting data to document analysis, writing narratives of six participants for training and discussion activities about their formation in the focus group, always keeping an eye on the qualitative data collected and the ongoing dialogue with the theory. In analyzing the data we construct three a priori categories: design of child conception and design of Early Childhood Education Early Childhood Education teacher, also highlight the other participants' written reflections on our theme. With these categories identify the conceptual reworkings and elaborations that emerge from the participants' written narratives training. While preliminary analysis we note that our participants reported the possibility of reworking the conceptual with the academic experience and still express their views about the child, Child education and training as necessary to redesign a professor of early childhood education. / A presente pesquisa Narrativas de professoras de Educa??o Infantil: o processo de (re)significa??o da profiss?o a partir da forma??o em exerc?cio trata da forma??o de professoras /alunas do curso de Pedagogia-PARFOR (Plano Nacional de Forma??o de Professores para Educa??o B?sica - decreto n? 6755/2009) em uma Institui??o Particular de Ensino Superior em Campinas. Nosso objeto de estudo ? o processo de (re)significa??o da profiss?o das alunas do curso de Pedagogia-PARFOR que atuam como professoras da Educa??o Infantil a partir da forma??o em exerc?cio. Nosso problema situa-se em identificar quais as (re)significa??es da profiss?o s?o elaboradas pelas professoras de Educa??o Infantil a partir do processo de forma??o em exerc?cio. Atrav?s de uma abordagem qualitativa, problematizamos a forma??o de professoras em exerc?cio e analisamos as concep??es de crian?a, Educa??o Infantil e professor de Educa??o Infantil de nossas participantes. Tais conceitos foram escolhidos por acreditarmos que s?o fundamentais para a compreens?o da profiss?o professor(a) de Educa??o Infantil. No entanto, sabendo da complexidade do processo de forma??o destacamos em nossa pesquisa outros aspectos tamb?m importantes e que surgiram no decorrer da pesquisa. Adotamos como t?cnica de coleta de dados a an?lise documental e a escrita de narrativas de forma??o pelas seis participantes, tendo sempre um olhar qualitativo sobre os dados coletados e o di?logo permanente com a teoria. Na an?lise dos dados constru?mos tr?s categorias a priori: concep??o de crian?a, concep??o de Educa??o Infantil e concep??o de professor(a) de Educa??o Infantil. Destacamos, ainda, das escritas das participantes outras reflex?es acerca de nosso tema. Com nossa an?lise dos dados identificamos as (re)significa??es feitas pelas participantes em rela??o a profiss?o. Enquanto an?lise podemos destacar que nossas participantes relatam a possibilidade de reflex?o e (re)significa??o de conceitos e concep??es com a viv?ncia acad?mica e com o di?logo com outras tantas viv?ncias provenientes da escola, da pr?tica e da vida pessoal.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-07T17:54:52Z No. of bitstreams: 1 DIS_GIANE_RAMOS_COMPLETO.pdf: 1520885 bytes, checksum: 8153e92979139166b57b546121ce851b (MD5) / Made available in DSpace on 2016-04-07T17:54:52Z (GMT). No. of bitstreams: 1 DIS_GIANE_RAMOS_COMPLETO.pdf: 1520885 bytes, checksum: 8153e92979139166b57b546121ce851b (MD5) Previous issue date: 2016-01-22 / This study aims to research and reflect on musical learning in Early Childhood Education as the primary objective of this dissertation. Seeking to know how these learnings happen and what is the current situation in the schools Private Network from Porto Alegre, five Music teachers were chosen, who are working at this stage of basic education, so that they could bring their impressions about these learning processes. Hence from semi-structured interviews, data were collected for analysis and conclusions. It should be noted that each person, playing a role in society, their chosen profession or one that emerged as an option, brings his or her history, beliefs, concepts of education and therefore the data collected are relevant in order to give voice to those who are directly involved in the teaching and learning processes. Children, in turn, are described by these professionals, who have the certainty of the importance of their role in the individual formation. / O presente estudo se prop?e a pesquisar e refletir sobre as aprendizagens musicais na Educa??o Infantil como o objetivo primeiro dessa disserta??o. Buscando saber como acontecem essas aprendizagens e qual ? o cen?rio atual nas escolas da Rede Privada de Porto Alegre. Foram escolhidos cinco professores de M?sica, que est?o trabalhando nessa etapa da educa??o b?sica, para que pudessem trazer as suas impress?es sobre estes processos de aprendizagem. Assim, a partir de entrevistas semiestruturadas, foram coletados os dados para an?lise e conclus?es. Cabe destacar que cada pessoa, ao desempenhar uma fun??o na sociedade, uma profiss?o que escolheu ou que lhe surgiu como op??o, traz consigo sua hist?ria, suas cren?as, suas concep??es acerca da educa??o e, por isso, os dados coletados s?o relevantes no sentido de se dar voz aqueles que est?o diretamente implicados nos processos de ensino e de aprendizagem. As crian?as, por sua vez, s?o descritas por estes profissionais, que tem a certeza da import?ncia de seu trabalho para a forma??o do indiv?duo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-09-12T16:46:22Z No. of bitstreams: 1 TES_MARCELO_OLIVEIRA_DA_SILVA_COMPLETO.pdf: 3389674 bytes, checksum: 2d98c1fbe00d596481b6c54e593568f3 (MD5) / Made available in DSpace on 2016-09-12T16:46:22Z (GMT). No. of bitstreams: 1 TES_MARCELO_OLIVEIRA_DA_SILVA_COMPLETO.pdf: 3389674 bytes, checksum: 2d98c1fbe00d596481b6c54e593568f3 (MD5) Previous issue date: 2016-06-15 / This study focuses on inclusive education at a private school in the city of Porto Alegre, Rio Grande do Sul, Brazil. The qualitative research consists of a Case Study and made use of the approach described by Andr? (2008). The Case Study was built making use of the perceptions of the school principals, support staff and teachers, as well as class visits and the documentary research. Data was collected in the shape of six semi-structured interviews and eight class observations at an early stage. At a later stage, data was assembled from 38 class observations and also from notes taken in the course of 17 outside-the-classroom events held by the school community. The school that was the subject of this study states in its Political Pedagogic Plan [a document each Brazilian school must have explaining their educational goals and principles] that the school principles are theoretically based on three pillars: inclusion, psychoanalysis and project-based pedagogy. It became evident that in practice the three pillars work in harmony and help develop a friendly and inclusive environment. The intent to promote inclusive attitudes can be verified throughout the pedagogical processes. In this context, inclusion is understood as a process aiming to embrace diversity and harmonize the differences in the collective space. Thus, the practice of inclusion occurs regardless of diagnosis and disability, and is related to the moment experienced by each child. The analysis reveals that inclusion in the school is founded primarily on principles such as respect, mindful listening, dialogue, learning that is challenging and interesting, and encouraging autonomy and welcoming, thus creating a space of plurality. This research aims to contribute to the field of education, particularly inclusive education, deepening the knowledge related to inclusive processes in the context of the studied school and the role of the teacher and peer relationships in this environment. Finally, from the reflection on the theory and on empirical data, we seek to systematize a set of proposals with a view to enriching the debate on the place of Inclusive Education in Brazil today and pointing out clues that might help the implementation of inclusion processes. / O presente estudo aborda a Educa??o Inclusiva em uma escola privada da cidade de Porto Alegre, Rio Grande do Sul, Brasil. A pesquisa, de cunho qualitativo, configura-se em um Estudo de Caso, na perspectiva adotada por Andr? (2008). O Estudo de Caso foi constru?do a partir da percep??o das diretoras, da equipe de apoio e das professoras, bem como pelas observa??es e pela pesquisa documental. Nesse sentido, foram realizadas seis entrevistas semiestruturadas e oito visitas antes da qualifica??o e 38 observa??es depois da qualifica??o, al?m do registro de 17 atividades realizadas junto ? comunidade escolar investigada. A Escola objeto deste estudo explicita por meio de seu Projeto Pol?tico Pedag?gico que est? fundamentada teoricamente em tr?s pilares: a inclus?o, a psican?lise e a pedagogia de projetos. Pela pesquisa, ficou evidenciado que tais pilares na pr?tica funcionam em harmonia e desenvolvem um ambiente acolhedor e inclusivo. Percebe-se em todo o fazer pedag?gico a inten??o de promover a atitude inclusiva. A inclus?o ? entendida como o processo que visa acolher a diversidade e harmonizar as diferen?as no espa?o coletivo. Logo, a pr?tica da inclus?o ocorre independentemente do diagn?stico e da defici?ncia, e est? relacionada ao momento vivido pelas crian?as. A an?lise permite constatar que a inclus?o na Escola ? fundada principalmente no respeito, na escuta, no di?logo, no desafio pedag?gico, no incentivo ? autonomia e no acolhimento, criando um espa?o de pluralidade. Esta pesquisa buscou contribuir para a ?rea da Educa??o, em especial da Educa??o Inclusiva, aprofundando o conhecimento dos processos inclusivos da Escola estudada e o papel do professor e das rela??es entre pares nesse cen?rio. Ao final, a partir da reflex?o sobre a teoria e sobre os dados emp?ricos, busca-se sistematizar um conjunto de proposi??es com vistas a enriquecer o debate sobre o lugar da Educa??o Inclusiva no Brasil hoje e a apontar pistas para os poss?veis processos de inclus?o.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-11-09T10:25:03Z No. of bitstreams: 1 DISSERTA??O_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-11-12T19:00:25Z (GMT) No. of bitstreams: 1 DISSERTA??O_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5) / Made available in DSpace on 2018-11-12T19:13:49Z (GMT). No. of bitstreams: 1 DISSERTA??O_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5) Previous issue date: 2018-07-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims to analyze the language games used in the teaching practice of Mathematics teachers in Children's Education. Therefore, it seeks to identify the motivations of certain teachers to teach Mathematics in Children's Education and their relationships with mathematics and the language used in the classroom. The survey participants were fifteen teachers from a municipal school in the metropolitan area of Porto Alegre, Rio Grande do Sul. As data collection instruments, a questionnaire answered by the teachers and observations occurred at a time when mathematics activities were being carried out in the classes of the researched teachers. The answers given by the teachers were analyzed qualitatively with inspiration in the method of Discursive Textual Analysis (MORAES; GALIAZZI, 2011), relating them to the issues observed in the classroom. The theoretical contributions that served as the basis for this research were authors such as Fazolo (2014), Kramer (1994; 2006); Duhalde and Cuberes (1998), Smole (2000), Smole, Diniz e C?ndido (2000), Lorenzato (2011), Dante (1996; 1998; 2010), Azevedo and Passos (2014), Nacarato, Mengali and Passos (2009), Garcia (1999) among others. Theoretically, for the realization of this analysis, it was sought to address some essential concepts from the studies of Wittgenstein (2014), Cond? (1998), Gottschalk (2004; 2007), Bello (2010), Bannel (2013), D?Ambrosio (2001), Lara (2001; 2011) among others. From the analysis of perceptions and feelings in relation to Mathematics and teaching in the Children's Education of the teachers participating in the research, seven categories emerged: Feelings involving family; Necessity to work; Experience of the teacher before, during and after training; Children's Education: the phase of discoveries and their enchantments; Playful activities such as Mathematics teaching strategies; Characteristics of the teacher of Children's Education; Teaching passion for Children's Education. In relation to the language games used in the teaching of Mathematics in Children's Education is portrayed the Mathematical approach, the Mathematical languages accessible to children and the language used during the classes, being possible to verify that the language that It has been used by teachers who teach Mathematics in Children's Education is the language used in the daily school, often at specific times of routine, like for example on the rounds of conversation. Moreover, it shows that the training of teachers who teach Mathematics in Children's Education does not approach mathematical concepts profoundly. In addition, I concluded through the analysis of this data that the play, the jokes and the games, at this stage of child development, are the strategies most used by these teachers to teach Mathematics in Children's Education. Stands out the importance that the teacher shall be attentive when using language games that they think are appropriate for Children's Education, because in some cases may be appropriating incorrect terms or constituting an infantilized idea that can be considered fragile in the following years. / Esta pesquisa tem como objetivo analisar os jogos de linguagem utilizados na pr?tica docente de professoras que ensinam Matem?tica na Educa??o Infantil. Para tanto, busca identificar quais as motiva??es de determinadas professoras para ensinar Matem?tica na Educa??o Infantil e suas rela??es com a Matem?tica e a linguagem utilizada em sala de aula. Os participantes da pesquisa foram quinze professoras de uma escola municipal da regi?o metropolitana de Porto Alegre, Rio Grande do Sul. Como instrumentos de coleta de dados foram utilizados um question?rio respondido pelos professores e observa??es ocorridas em alguns momentos que estavam sendo realizadas atividades de Matem?tica nas aulas das professoras participantes da pesquisa. As respostas dadas pelos professores foram analisadas qualitativamente com inspira??o no m?todo de An?lise Textual Discursiva (MORAES; GALIAZZI, 2011), relacionando-as ?s quest?es observadas em sala de aula. Os aportes te?ricos que serviram como base para esta pesquisa foram autores como Fazolo (2014), Kramer (1994; 2006); Duhalde e Cuberes (1998), Smole, Diniz e C?ndido (2000), Lorenzato (2011), Dante (1996; 1998; 2010), Azevedo e Passos (2014), Nacarato, Mengali e Passos (2009), Garcia (1999) entre outros. Teoricamente, para realiza??o desta an?lise, buscou-se abordar alguns conceitos essenciais a partir dos estudos de Wittgenstein (2014), Cond? (1998), Gottschalk (2004; 2007), Bello (2010), Bannel (2013), D?Ambrosio (2001), Lara (2001; 2011) entre outros. A partir da an?lise das percep??es e sentimentos em rela??o ? Matem?tica e ? doc?ncia na Educa??o Infantil dos professores participantes da pesquisa, emergiram sete categorias: Sentimentos envolvendo fam?lia; Necessidade de trabalhar; Experi?ncia do docente antes, durante e depois da forma??o; Educa??o Infantil: a fase das descobertas e seus encantamentos; Atividades l?dicas como estrat?gias do ensino da Matem?tica; Caracter?sticas do professor de Educa??o Infantil; Paix?o docente pela Educa??o Infantil. Em rela??o aos jogos de linguagem utilizados no ensino da Matem?tica na Educa??o Infantil ? retratada a abordagem Matem?tica, as linguagens Matem?ticas acess?veis ?s crian?as e a linguagem utilizada durante as aulas, sendo poss?vel verificar que a linguagem que vem sendo utilizada pelos professores que ensinam Matem?tica na Educa??o Infantil ? a linguagem utilizada no cotidiano escolar, muitas vezes em momentos espec?ficos da rotina, como por exemplo, nas rodas de conversa. Ademais, mostra que a forma??o dos professores que ensinam Matem?tica na Educa??o Infantil n?o aborda os conceitos matem?ticos com profundidade. Al?m disso, conclu? por meio da an?lise desses dados que o brincar, as brincadeiras e os jogos, nesta fase do desenvolvimento infantil, s?o as estrat?gias mais utilizadas por essas docentes para o ensino da Matem?tica na Educa??o Infantil. Ressalta a import?ncia de que o professor deve estar atento ao utilizar jogos de linguagem que julgue serem adequados para a Educa??o Infantil, pois, em alguns casos pode estar se apropriando de termos incorretos ou constituindo uma ideia infantilizada que poder? ser considerada fr?gil nos anos seguintes.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T21:58:57Z No. of bitstreams: 1 ClaudiaDantasDeMedeirosLira_DISSERT.pdf: 1282441 bytes, checksum: fd301d3d8dff15eba9411c66e3bc91b6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T11:38:26Z (GMT) No. of bitstreams: 1 ClaudiaDantasDeMedeirosLira_DISSERT.pdf: 1282441 bytes, checksum: fd301d3d8dff15eba9411c66e3bc91b6 (MD5) / Made available in DSpace on 2018-01-18T11:38:27Z (GMT). No. of bitstreams: 1 ClaudiaDantasDeMedeirosLira_DISSERT.pdf: 1282441 bytes, checksum: fd301d3d8dff15eba9411c66e3bc91b6 (MD5) Previous issue date: 2017-07-31 / Reconhecendo a relev?ncia da participa??o das crian?as na organiza??o de pr?ticas educativas e curriculares nas quais se encontram envolvidas, a presente pesquisa objetivou analisar modos de participa??o de crian?as no desenvolvimento do curr?culo na Educa??o Infantil. Assumindo aportes te?rico-metodol?gicos da abordagem qualitativa na perspectiva hist?rico-cultural de L.S. Vygotsky e do dialogismo de M. Bakhtin, a pesquisa envolveu a constru??o de dados emp?ricos mediante procedimentos de observa??o semiparticipativa, entrevistas semiestruturadas individuais e coletivas e an?lise de documentos. O estudo teve como l?cus uma institui??o de Educa??o Infantil da rede municipal, em um munic?pio do interior do Rio Grande do Norte. Como sujeitos foram consideradas crian?as integrantes de uma turma da pr?-escola, com idades entre cinco e seis anos, al?m da professora da turma e a coordenadora pedag?gica do estabelecimento. A constru??o e a an?lise dos dados assumiram, como fundamentos, significa??es contempor?neas de crian?a, educa??o infantil, curr?culo e participa??o. Nessa discuss?o, as crian?as s?o concebidas como sujeitos humanos com especificidades hist?ricas e sociais, capazes de aprender e se desenvolver em condi??es de possibilidades, de produzir cultura e participar dos contextos em que vivem. Da? porque a educa??o tem a fun??o social de promover seu desenvolvimento integral por meio da promo??o de curr?culos compostos pelo conjunto de pr?ticas desenvolvidas pelos profissionais respons?veis e vivenciadas pelas crian?as, articulando saberes e experi?ncias que respeitem as especificidades infantis em contextos de intera??o e ludicidade. A participa??o ? compreendida como inser??o ativa dos sujeitos nos processos e rela??es que lhes dizem respeito: formula??o e express?o de opini?es, intera??es, colabora??o, sentimentos, pontos de vista relativos ?s decis?es e a??es, exerc?cio de escolhas, bem como a produ??o de solu??es e avalia??es propiciados pelo contexto em que est?o. Da an?lise realizada participam, direta e indiretamente, do desenvolvimento do curr?culo, conforme as seguintes acep??es: modo indireto, percebido quando a crian?a ? considerada o centro do processo de ensino e aprendizagem nas proposi??es documentais do PPP, ressaltando sua participa??o do desenvolvimento do curr?culo de diferentes modos, ainda que contingenciados pelas condi??es mediadas pelas a??es da professora e da institui??o: 1) modo indireto n?o ativo, mediante discursos, a??es e inten??es da Professora e da Coordenadora, considerando o que definem ser de interesse e necessidades das crian?as a partir do que observam de suas viv?ncias no contexto educativo; 2) de modo direto ativo, quando s?o estimuladas pela professora a participarem voluntariamente, mediante a flexibilidade da rotina, interagindo com seus pares e Professora, opinando, colaborando com os pares nas atividades desenvolvidas e conduzidas pela professora em momentos diversos da rotina e, principalmente, nas situa??es de brincadeira no parque e na sala, ao decidirem quanto aos brinquedos e modos de brincar; 3) de modo direto ?n?o ativo?, presente no contexto observado, quando as crian?as, na maior parte dos momentos da rotina, realizam a??es definidas pela Professora, n?o sendo consultadas na proposi??o de modos participativos. H? condi??es restritas de participa??o efetiva na defini??o direta do curr?culo em contraponto com as prescri??es observadas no PPP da institui??o e a efetiva??o das atividades que comp?em o curr?culo como pr?xis. As pr?ticas da institui??o, uma vez integrante da totalidade do contexto hist?rico e social em quest?o, remetem ? necessidade de reflex?o, autoavalia??o e reestrutura??o das concep??es e a??es dos profissionais envolvidos, na perspectiva de construir experi?ncias curriculares que incluam as crian?as como sujeitos part?cipes, capazes de se inserir ativamente ? desde que mediados de modo sistem?tico e intencional ? nas decis?es que as envolvem. / Recognizing the relevance of children?s participation in the organization of educational and curricular practices in which they are involved, the present study aimed to analyze ways of children's participation in curriculum development in Early Childhood Education. Assuming theoretical-methodological contributions of the qualitative approach in a historical-cultural perspective of L. S. Vygotsky and the dialogism of M. Bakhtin, the research involved the construction of empirical data through semi-participatory observation procedures, individual and collective semi-structured interviews and document analysis. The locus study was an institution of Early Childhood Education of the municipal network, in a municipality of the countryside of Rio Grande do Norte. The subjects were children belonging from a pre-school class aged between five and six years, the class teacher and the pedagogical coordinator of the establishment. The construction and analysis of the data assumed, as fundamentals, contemporary meanings of children, early childhood education, curriculum and participation. Children are conceived as human subjects with historical and social specificities, able to learn and develop in conditions of possibilities, to produce culture and to participate in the context in which they live; their education has a social function to promote their integral development through the promotion of curricula composed of the set of practices and experiences developed by the professionals responsible and experienced by the children, articulating knowledge and experiences that respect their children's specifics in contexts of interaction and play. Participation is understood as an active insertion of the subjects in the processes and relationships that concern them: formulation and expression of opinions, interactions, collaboration, feelings, points of view regarding decisions and actions, exercise of choices and production of solutions and evaluations provided by the context in which they are inserted. From the analysis carried out, they participate directly and indirectly in the development of the curriculum. The indirect meaning is perceived when the child is considered the center of the teaching and learning process in the documentary proposals of the PPP, emphasizing its participation in the development of the curriculum in different ways, even if contingent on the conditions mediated by the actions of the teacher and the institution: 1) indirectly not active, through the speeches, actions and intentions of the teacher and the coordinator, considering what they define to be of interest and needs of the children from what they observe of their experiences in the educational context; 2) in a direct active way, when they are stimulated by the teacher to participate voluntarily, through the flexibility of the routine, interacting with their peers and teacher, opining, collaborating with the peers in the activities developed and conducted by the teacher at different moments of the routine and, mainly, in play situations in the park and in the room, when deciding on toys and play modes; 3) in a direct ?non-active? way, present in the observed context, when children, in most moments of the routine, perform actions defined by the teacher, not being consulted in the proposition of participatory modes. There are restricted conditions of effective participation in the direct curriculum definition as opposed to the prescriptions observed in the PPP of the institution and the effectiveness of the activities that make up the curriculum as praxis. The practices of the institution, as part of the entire historical and social context, refer to the need for reflection, self-assessment and restructuring of the conceptions and actions of the professionals involved, with a view to constructing curricular experiences that include children as participants, capable of being inserted actively ? systematically and intentionally ? in the decisions that involve them.

Made available in DSpace on 2014-12-17T14:36:12Z (GMT). No. of bitstreams: 1 AnaliceCSV_TESE.pdf: 1408584 bytes, checksum: 076fdcb23e89d99a38d8867f5ee96f2d (MD5) Previous issue date: 2010-10-08 / L'objectif de cette ?tude est de comprendre la relation entre les situations didactiques faisant appel aux connaissances historiques et la construction de l'identit? personnelle pour les enfants dans l'?ducation de la petite enfance. Sa question centrale se demande si les connaissances sont offrent des contributions ? la construction de l'identit? personnelle par les enfants de la petite enfance. Se distingue, lui aussi, entend contribuer ? ?largir le d?bat sur l'enseignement et l'apprentissage des th?mes historiques dans l'?ducation des enfants, et permettre un dialogue avec d'autres enseignants dans cette ?tape de l'?ducation. Ont ?t? analys?s par des principes th?oriques et m?thodologiques de qualit? et a assum? les orientations m?thodologiques de la recherche collaborative. Il a ?t? constat? que la syst?matisation des situations didactiques impliquant la connaissance historique dans l'?ducation de la petite enfance contribue ? la construction de l'identit? personnelle de l'enfant. Ceci, pour prendre possession de ces connaissances, ils recueillent des renseignements qui permet le plus large ?ventail de relations, afin de comparer les pratiques culturelles de son temps avec des pratiques ? d'autres moments. Ainsi orient?e, l'enfant cherche ? raconter son histoire avec le th?me historique ? laquelle elle a eu acc?s, d'organiser et de construire des r?ponses des explications sur leur environnement et de lui-m?me. Tout cela montre ? la r?alisation que le processus d'internalisation des connaissances historiques de l'enfant est construit comme un sujet et, par cons?quent, cette connaissance peut ?tre con?u comme un m?diateur dans la formation de l'identit? personnelle / O objetivo principal deste trabalho consiste em compreender as rela??es entre situa??es did?ticas que envolvem o conhecimento hist?rico e o processo de constru??o da identidade pessoal por crian?as da Educa??o Infantil. Sua quest?o central indaga se os conhecimentos hist?ricos oferecem contribui??es para a constru??o da identidade pessoal pelas crian?as da Educa??o Infantil. Destaca-se, tamb?m, a inten??o de contribuir para ampliar a discuss?o sobre o ensino/aprendizagem de temas hist?ricos na Educa??o Infantil, e possibilitar a interlocu??o com outros professores desta etapa de ensino. Foram adotados os princ?pios te?rico-metodol?gicos da abordagem qualitativa e assumidas as diretrizes metodol?gicas da pesquisa colaborativa. Constatou-se que a sistematiza??o de situa??es did?ticas envolvendo os conhecimentos hist?ricos na Educa??o Infantil contribui no processo de constru??o da identidade pessoal pela crian?a. Esta, ao se apropriar de tais conhecimentos, re?ne informa??es que lhe permite estabelecer as mais diversas rela??es, de modo a comparar pr?ticas culturais de seu tempo com pr?ticas de outros tempos. Assim orientada, a crian?a busca relacionar a sua hist?ria com o tema hist?rico ao qual teve acesso, organizando explica??es e construindo respostas acerca do seu meio e de si pr?pria. Isso tudo aponta para a compreens?o de que no processo de internaliza??o do conhecimento hist?rico a crian?a vai se constituindo como sujeito e, desse modo, tal conhecimento pode ser concebido como elemento mediador na constitui??o de sua identidade pessoal

Made available in DSpace on 2014-12-17T14:36:22Z (GMT). No. of bitstreams: 1 RuthRML.pdf: 3459381 bytes, checksum: d44a5928153977a8ebce5ed2bcfd4859 (MD5) Previous issue date: 2010-10-23 / This production is a reflection about the practices/experiences involving the teaching of the dance developed by the teachers in the N?cleo de Educa??o Infantil (NEI/UFRN), with the children from 2 to 7 years old, having as objectives: describe and interpret the lived experiences with the dance focusing on the meaning of the dance and organization of the pedagogic job, identify blanks in the pedagogic practices of dance and appoint possible perspectives to the teaching of dance on the infant education. The way from the investigation has begun with the following question: Who do the teachers understand the dance and live it on the N?cleo de Educa??o Infantil? The research of phenomenological orientation toke as methodological reference the qualitative approach from the placed phenomenon type, this one has as beginning the interest on the phenomenon by the way as it happens on the lived experience from where comes the knowledge with we can present about the world, trying to interpret it, understand it on its essence/existence. The interviews showed that the researched subjects give to the dance different meanings and consequently present variations on the manner to organize the work around this knowledge. The most of the teachers recognizes the dance as a culture expression, being a priority on the school the job with the folkloric dances. They recognize too the dance as knowledge/content coming from the Arts and Physical Education areas and its relation with the knowledge from others areas on the pedagogic action. There were found different process on the way to conduct the job with the dance in relates from experiences done with dance at NEI and, therefore, of teach/learn this knowledge. Its perceptible that exists a systematic work with the objective of develop the dance and its various educative possibilities, starting from the research about its origins, the exploration of the movement, the contextualization until the artistic practice. Those possibilities are reinforced on the school s curricular propose. Some experiences have as a priority the free expression, the dance s vision without context or the reproduction of movements as stand manners of teaching dance, situations like those observed on the investigation as products from the blanks on the academic formation from the teachers with must be fixed. The interpretation of the experiences with dance, described by the teachers from NEI, connected with the theoretical referential from the investigation, allowed to appoint three perspectives to the work with dance in the infant education, having as main interlocutors Merleau-Ponty and Rudolf Laban: the dance as the body s language; the dance and its movement factors; imitate, improvise and play: manners of draw ways to dance. On those process are emphasized the dance on the scholar context, the elements that constitute this language and the forms of appropriate from it supported in a ludicrous, poetic and educative vision, having as focus the children s education on its peculiarities and possibilities / Este trabalho encerra uma reflex?o sobre as pr?ticas/experi?ncias com o ensino da dan?a junto a crian?as de 2 a 7 anos, desenvolvidas pelas professoras no N?cleo de Educa??o Infantil da UFRN (NEI), tendo como objetivos: descrever e interpretar as experi?ncias vividas com a dan?a, com enfoque nos significados da dan?a e organiza??o do trabalho pedag?gico; identificar lacunas nas pr?ticas pedag?gicas em dan?a; e apontar perspectivas para o ensino da dan?a na Educa??o Infantil. A trajet?ria de investiga??o iniciou-se com a seguinte quest?o: Como as professoras compreendem a dan?a e a vivenciam no N?cleo de Educa??o Infantil? A pesquisa de orienta??o fenomenol?gica tomou como refer?ncia metodol?gica a abordagem qualitativa do tipo Fen?meno Situado, cujo princ?pio diz respeito ao interesse pelos fen?menos tal qual ocorrem na experi?ncia vivida, de onde emanam os conhecimentos que podemos ter sobre o mundo, buscando interpret?-los e compreend?-los na sua ess?ncia/exist?ncia. As entrevistas revelaram que os sujeitos pesquisados atribuem ? dan?a diferentes sentidos e, consequentemente, apresentam varia??es na forma de organizar o trabalho em torno desse conhecimento. A maioria das professoras reconhece a dan?a como express?o cultural, priorizando na escola o trabalho com dan?as folcl?ricas. Elas identificam a dan?a como conhecimento/conte?do advindo dos campos da Arte e da Educa??o F?sica, admitindo no trato pedag?gico sua rela??o com o conhecimento de outras ?reas. Nos relatos das experi?ncias realizadas com dan?a, no NEI, foram encontrados diferentes processos de condu??o desse trabalho e, portanto, de ensinar/aprender esse conhecimento. Percebe-se haver um trabalho sistematizado respaldado na Proposta Curricular da escola com o objetivo de desenvolver as diversas possibilidades educativas da dan?a, indo da pesquisa sobre a sua origem, da explora??o do movimento, da contextualiza??o at? o fazer art?stico. Algumas experi?ncias priorizam a livre express?o, a vis?o descontextualizada da dan?a ou a reprodu??o de passos como formas estanques de ensinar dan?a. Essas situa??es s?o vistas na investiga??o como produtos de lacunas na forma??o acad?mica dos professores, que precisa ser redimensionada. As interpreta??es das experi?ncias com dan?a, descritas pelas professoras do NEI, articuladas com o referencial te?rico da investiga??o, permitiram apontar tr?s perspectivas para o trabalho com dan?a na Educa??o Infantil, tendo como principais interlocutores Merleau-Ponty e Rudolf Laban: A dan?a como linguagem do corpo; A dan?a e seus fatores do movimento; e Imitar, improvisar e brincar: formas de desenhar caminhos para dan?ar. Neste, destaca-se a dan?a no ?mbito escolar, os elementos que constituem essa linguagem e as formas de apropria??o desta com base em uma vis?o l?dica, po?tica e educativa, cujo enfoque ? a educa??o das crian?as em suas peculiaridades e possibilidades

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-10-23T12:19:37Z No. of bitstreams: 1 MarcolinaMariaDeOliveiraPiresMarcelino_DISSERT.pdf: 6091848 bytes, checksum: 8fff8dbf4a84392e7ad8c3ab74974747 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2015-10-23T13:02:35Z (GMT) No. of bitstreams: 1 MarcolinaMariaDeOliveiraPiresMarcelino_DISSERT.pdf: 6091848 bytes, checksum: 8fff8dbf4a84392e7ad8c3ab74974747 (MD5) / Made available in DSpace on 2015-10-23T13:02:35Z (GMT). No. of bitstreams: 1 MarcolinaMariaDeOliveiraPiresMarcelino_DISSERT.pdf: 6091848 bytes, checksum: 8fff8dbf4a84392e7ad8c3ab74974747 (MD5) Previous issue date: 2014-05-29 / Com o passar dos anos, a pol?tica do governo federal ? utilizar projetos padr?es para edif?cios escolares, na tentativa de agilizar as obras e reduzir d?ficit de vagas para o ensino. No munic?pio de Natal as escolas infantis destinadas a crian?as de 0 a 6 anos, s?o denominadas Centro Municipal de Ensino Infantil (CMEI). As novas edifica??es s?o implantadas atrav?s de financiamento junto ao Governo Federal pelo Programa PROINF?NCIA. Este disponibiliza tr?s tipos de projeto: O ?tipo A? deve ser fornecido pelo munic?pio interessado e aprovado pelo MEC. O ?tipo B? ? projeto padr?o com capacidade para 120 alunos em tempo integral ou 240 em dois turnos e terreno com dimens?es de 40 x 70m e ?tipo C? tamb?m projeto padr?o para 60 alunos em tempo integral ou 120 em dois turnos e terreno com dimens?es de 35 x 45m. Com a escassez de terreno com dimens?es maiores, algumas vezes ? implantado o ?tipo C? quando a necessidade ? pelo ?tipo B? devido ? oferta de vagas. Neste sentido, este estudo tem a inten??o de apresentar o anteprojeto de escola de educa??o infantil modulada e flex?vel com ?nfase no conforto dos usu?rios. Portanto foram realizados estudos de conceitos, arquitetura escolar, tecnologias de constru??o, estudos de refer?ncias e visitas ao CMEI Fernanda Jales (PROINF?NCIA ?tipo B?). No entanto a proposta sintetiza o anteprojeto por m?dulos podendo ser implantado na sua totalidade ou por partes de acordo com a necessidade e caracter?sticas do lote. / For many y ears, the federal government policy is to use project for in order to speed up the work for decreasing the elementary education deficit vacancy . In Natal municipality the schoolhouses for children, from 0 to 6 years of age are denom inated Muinicipality Centre for Elementary Education. The federal government provides capital for the news edifications by the program of government named PROINF?NCIA. This program embraces three types of projects. Type ?A? must be furnished by the interes ted municipality and approved by Education and Cultura Ministry. The type ?B? is standard plan with capability to 120 schoolchildren in full - time or 240 in two turns and ground plot measuring 40 x 70m and the ?type C? also a standart projects to 60 schoolc hildren in full - time or 120 in two turns and ground plot measuring 35 x 45m. Sometimes , due to scarcity of bigger ground plot s is the ?type C? instead of ?type B?, referring to offering vacancies. In this meaning, this study intend s to present the draft - project to elementary schoolhouse, modulated and flexible, emphasizing the children needs . Therefore, it was studied concept, school architecture, construction technology, reference study and visiting to MCEE Fernanda Jales (PROINF?NC IA ?tipo B?). However, the proposal synthesizes the draft - project by module, implanting in its totality or in parts, according to its necessity and lot cha racteristic.