Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-07T22:59:50Z No. of bitstreams: 1 AnaMariaCunhaAguiar_TESE.pdf: 8315525 bytes, checksum: 8448109ef110e1d7eefe855856ad51d9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-10T20:39:26Z (GMT) No. of bitstreams: 1 AnaMariaCunhaAguiar_TESE.pdf: 8315525 bytes, checksum: 8448109ef110e1d7eefe855856ad51d9 (MD5) / Made available in DSpace on 2015-12-10T20:39:26Z (GMT). No. of bitstreams: 1 AnaMariaCunhaAguiar_TESE.pdf: 8315525 bytes, checksum: 8448109ef110e1d7eefe855856ad51d9 (MD5) Previous issue date: 2013-09-13 / O objetivo geral desta pesquisa ? identificar e analisar representa??es sociais dos (as) professores(as) cursistas do Programa de Forma??o Inicial para Professores em Exerc?cio na Educa??o Infantil - PROINFANTIL - UFRN/MEC sobre o trabalho docente, buscando identificar seus elementos constituintes e compreender a din?mica da sua organiza??o. Partimos do pressuposto que esses (as) professores (as) trabalham fundamentalmente, nas Institui??es de Educa??o Infantil, com conhecimentos do senso comum e referentes culturais inerentes ao ser / fazer docente na concep??o de educa??o guardi? / assistencialista para garantir a integridade f?sica das crian?as, provocando uma cis?o entre o cuidar e o educar. A partir desse objetivo geral, elegemos como objetivos espec?ficos: identificar as condi??es sociais, econ?micas e culturais desses (as) professores (as); identificar o que ? trabalho docente para eles (as) bem como identificar quais as implica??es psicossociais acionadas pelas RS sobre trabalho docente que apontam para tens?es entre a forma??o e o exerc?cio docente como atividade profissional. Como fundamenta??o te?rica optamos pela Teoria das Representa??es Sociais de Moscovici (2003), Jodelet (2001); Especificidades do Trabalho docente na Educa??o Infantil: Kramer (2002; 2006); Oliveira-Formosinho (2007); Zilma de Oliveira (2007), Forma??o Docente: Ramalho, Nu?ez e Galthier (2003) e Tardif e Lessard (2008), An?lise de conte?do: Bardin (2004). Como procedimento metodol?gico, escolhemos a teoria do N?cleo Central, desenvolvida por Jean Claude Abric (2000). Contribu?ram para o alcance desse objetivo os 171 professores (as) que conclu?ram o Proinfantil no RN ao participarem da TALP com justificativas. O corpus decorrente das evoca??es em torno das palavras sugeridas pela Funda??o Carlos Chagas: dar aula, professor, aluno e acrescentada a palavra Educa??o Infantil, foram submetidas a um tratamento com o aux?lio do software EVOC (2000), identificando o n?cleo central. Os resultados apontam as palavras mais evocadas e significativas: Planejamento, crian?a, educar, cuidar e brincar. Indicando que para esses (as) professores (as) o trabalho docente na Educa??o Infantil precisa ter uma sistematiza??o pedag?gica para educar as crian?as. Essas palavras correspondem ? especificidade do ser/fazer docente na Educa??o Infantil. No entanto, os dados revelam que ? um trabalho com caracter?sticas diferentes do trabalho docente em outras etapas de ensino. / The overall objective of this research is to identify and analyze social representations of (the) teachers(the) Ranciere the Initial Training Program for Teachers in Office in Early Childhood Education - PROINFANTIL - UFRN/MEC on the teaching work, seeking to identify their constituent elements and understand the dynamics of your organization. We assume that these teachers work fundamentally, in the institutions of Early Childhood Education, with knowledge of common sense and related cultural inherent to be/do professor in the design of education guardian/giving handouts to ensure the physical integrity of children, causing a rift between the caring and educating. From this general objective, we elected as specific objectives: identify the social, economic and cultural backgrounds of these (the) teachers (sa); identify what is teaching work for them (the) as well as identify which the psychosocial implications driven by RS on teaching work that point to tensions between the training and the exercise teacher as activity profissional.Como theoretical foundation we opted for Social Representations Theory of Moscovici (2003), Jodelet (2001); Specificities of the teaching Work in Early Childhood Education: Kramer (2002; 2006); OliveiraFormosinho (2007); Zilma de Oliveira (2007), Teacher Training: Ramalho, Nunez and Galthier (2003) and Tardif and Lessard (2008), content Analysis: Bardin (2004). As methodological procedure, we chose the Central Nucleus theory, developed by Jean Claude Abric (2000). Contributed to the scope of this objective the 171 teachers (the) that concluded the Proinfantil NBs to participate of TALP with justifications. The corpus arising from evocations around the words suggested by Carlos Chagas Foundation: give classrooms, teacher, pupil and added the word Child Education, were subjected to a treatment with the aid of the EVOC software (2000), identifying the central nucleus. The results indicate the words more evoked and significant: Planning, child care, educating, and play. Indicating that for these (the) teachers (the) the teaching work in Early Childhood Education must have a systematic pedagogical to educate children. These words correspond to the specificity of being/doing teaching in Early Childhood Education. However, the data shows that it is a job with different characteristics of the teaching work in other stages of education

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-29T22:12:46Z No. of bitstreams: 1 MauraCostaBezerra_TESE.pdf: 2318679 bytes, checksum: 777d3fe456b9e02eed95c3fc5704c1bc (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-01T23:29:34Z (GMT) No. of bitstreams: 1 MauraCostaBezerra_TESE.pdf: 2318679 bytes, checksum: 777d3fe456b9e02eed95c3fc5704c1bc (MD5) / Made available in DSpace on 2016-03-01T23:29:34Z (GMT). No. of bitstreams: 1 MauraCostaBezerra_TESE.pdf: 2318679 bytes, checksum: 777d3fe456b9e02eed95c3fc5704c1bc (MD5) Previous issue date: 2014-10-17 / Essa pesquisa teve por objetivo compreender os sentidos que as gestoras atribuem ? gest?o escolar da Educa??o Infantil, a partir da pr?pria forma??o docente acad?mica e da sua cultura profissional. A necessidade de se pesquisar sobre os sentidos atribu?dos ? gest?o escolar da Educa??o Infantil pelas gestoras pode ser considerada como um contributo para os estudos sobre gest?o escolar na perspectiva da pr?pria equipe gestora. Parte-se da ideia de que os sentidos atribu?dos desvelam os processos de reinven??o da cultura profissional que escapam ao olhar menos atento e tomam formas diversas, sendo constru?dos e reconstru?dos nas intera??es sociais no cotidiano vivido na comunidade escolar. A investiga??o emp?rica foi desenvolvida no Centro Municipal de Educa??o Infantil (CMEI) Marilanda Bezerra, localizado na cidade de Natal/RN, durante os anos de 2012 e 2013. A metodologia est? respaldada na abordagem qualitativa com caracter?sticas de uma pesquisa do tipo etnogr?fica em educa??o, tendo como principais instrumentos de constru??o das informa??es a entrevista compreensiva semiestruturada. Isso permitiu (por meio do discurso oral das interlocutoras) a interpreta??o dos sentidos e valores autoatribu?dos ?s suas a??es, o caderno pessoal de registros do campo, as fichas de an?lises interpretativas, os planos evolutivos e a observa??o participante. Destacam-se autores como Jean-Claude Kaufmann, Adir Ferreira, S?nia Kramer, ?lvaro Marchesi, J?lia Oliveira-Formosinho, Maurice Tardif, Telmo Caria, Andy Hargreaves; os quais embasaram te?rica e metodologicamente este trabalho. A an?lise e a interpreta??o da experi?ncia apontaram para as possibilidades de compartilhamento de a??es da unidade escolar de Educa??o Infantil com a comunidade, destacando a import?ncia de uma pr?tica de gest?o escolar participativa e colaborativa do CMEI, ressalta-se o valor dessa possibilidade de gest?o escolar mais horizontal e interativa na tentativa de se constituir em espa?o democr?tico e cr?tico para a cultura profissional, com a participa??o decisiva da equipe gestora. Essa forma de gest?o educacional tem demonstrado sensibilidade, criatividade, inova??o e a possibilidade de transforma??o social, atrav?s da a??o institucional e das pr?ticas das professoras da educa??o infantil, convivendo com os desafios, os dilemas e os problemas do cotidiano de trabalho e as lacunas de uma forma??o fragmentada. / This research has been the aim understanding the senses that managers attribute to school management of the Child Education from his owner teacher high degree formation and his professional culture. The need to research about the sense attributed to the school management of the Child Education by the managers could be considered as contribute to school management studies in the manager team perspective itself. It depart from idea that attributed senses reveal the reinvention process of the professional culture those escape from a regard less attentive and take divers forms, been construct and reconstruct in the social interactions in the live quotidian of school community. The empirical investigation has developed in the Centro Municipal de Educa??o Infantil (CMEI) Marilanda Bezerra, located in Natal city (RN), during the years of 2012-2013. The methodology is endorsed in the qualitative approach with character of an ethnography type research in education having as main information?s construction tools the semi structured comprehensive interview. This permit (by the interlocutor?s oral discourse) the interpretation of the senses and values selfattributed to hers actions, the personal notebook of ground registers, the record of the interpretative analysis, the evolutionary plans and the participant observation. It distinguish auteurs as Jean-Claude Kaufmann, Adir Ferreira, S?nia Kramer, ?lvaro Marchesi, J?lia Oliveira-Formosinho, Maurice Tardif, Telmo Caria, Andy Hargreaves; those supported this paper theoretically and methodologically. The analysis and the experience interpretation point to the possibilities of sharing actions of the Child Education unity with the community, featuring the importance of a participant and collaborative school management practice of the CMEI, highlight the value of this school management possibilities more horizontal and interactive in an essay of constitute a democratic and critical space to the professional culture, with a decisive participation of the managers team. This educational manager form has demonstrated sensibility, creativity, innovation and the possibility of social transformation through institutional action and Child Education teacher?s practices, cohabiting with the challenges, the dilemmas and the problems of work quotidian and the lacunas of a fragmentary formation.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:45:31Z No. of bitstreams: 1 MariaRosemaryMeloFeitosa_DISSERT.pdf: 10583566 bytes, checksum: 37b7a13c5a29bb8d2898e07bbe0f8f16 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-13T23:48:37Z (GMT) No. of bitstreams: 1 MariaRosemaryMeloFeitosa_DISSERT.pdf: 10583566 bytes, checksum: 37b7a13c5a29bb8d2898e07bbe0f8f16 (MD5) / Made available in DSpace on 2016-05-13T23:48:37Z (GMT). No. of bitstreams: 1 MariaRosemaryMeloFeitosa_DISSERT.pdf: 10583566 bytes, checksum: 37b7a13c5a29bb8d2898e07bbe0f8f16 (MD5) Previous issue date: 2015-03-27 / Este trabalho procura discorrer a respeito da forma como a educa??o matem?tica acontece na Educa??o Infantil procurando possibilitar uma reflex?o a cerca das pr?ticas pedag?gicas, o que se tem feito at? o momento, como concretizar um trabalho para a inf?ncia voltado para a linguagem matem?tica a partir do exerc?cio da criatividade, da ludicidade e de uma pedagogia da imagina??o e da arte matem?tica, buscando alternativas e direcionamentos junto ao grupo de professoras do Centro Educacional Lu?s da C?mara Cascudo/ Maca?ba/RN, atrav?s de grupo de estudos, procurando organizar uma rotina em que a educa??o matem?tica possa ser desenvolvida de maneira sistem?tica, se levando em considera??o como a crian?a aprende e se desenvolve, que conte?dos s?o pertinentes e necess?rios nesta fase escolar, o que se tem feito at? o momento, que encaminhamentos podem ser pensados e como desenvolv?-los. Diante disto, esta pesquisa fundamenta-se em v?rios autores, de diferentes ?reas do conhecimento por seu car?ter transdisciplinar. Se fazendo necess?rio tamb?m o trabalho com o professor pra que dessa forma possa compreender esse processo e concomitante pensar em atividades que viabilize o fazer pedag?gico. Veremos na pedagogia de Paulo Freire os saberes necess?rios a serem discutidos com os professores a cerca da import?ncia da sua interven??o junto ? crian?a, procuraremos atrav?s da teoria Vygotskyana e Piagetiana discutir quem ? o ser que aprende, como se desenvolve, nos Referenciais Curriculares Nacionais uma proposta de trabalho voltada pra essa clientela, nas Cem linguagens da Crian?a uma proposta pedag?gica desenvolvida de forma transdisciplinar que deu muito certo sendo como refer?ncia mundial de Educa??o Infantil, na abordagem Triangular de Ana Mae Barbosa, um trabalho voltado para a interdisciplinaridade envolvendo as linguagens da arte, Em Teresa Vergani nas surpresas do mundo uma Educa??o Matem?tica calcada no simb?lico se interpelando no l?gico, bem caracter?stico da educa??o infantil, j? que nesta fase (0 a 6 anos) as crian?as pensam e agem de acordo com a sua idade e tem como caracter?sticas: o simbolismo, o animismo, a fantasia, a irreversibilidade, capta, significa e ressignifica o seu entorno atrav?s do jogo simb?lico. / This paper aims to discuss about the way mathematics education happens in kindergarten looking for possible reflection about pedagogical practices, which has been done so far as a job to finish childhood facing mathematical language from exercise of creativity, playfulness and a pedagogy of imagination and mathematical, seeking alternatives and guidelines with the group of teachers from Cascudo / Maca?ba / RN Louis Educational Center, through group studies and seeking to organize a routine in which mathematics education can be developed in a systematic manner, taking into account how the child learns and develops, that content is relevant and necessary at this stage school, which has been done so far, which can be thought of referrals and how to develop los.Diante addition, this research is based on several authors from different areas of knowledge for its interdisciplinary character. If making must also work with the teacher to that way can understand this process and concomitant think of activities which facilitates pedagogical practice. We will see in the pedagogy of Paulo Freire knowledge needed to be discussed with the teachers about the importance of their intervention with the child, seek through the Piagetian and Vygotskian theory discuss who is the being who learns, how it develops, in one National Curriculum Benchmarks proposed work aimed to this clientele, the Hundred languages of Children pedagogical proposal developed a transdisciplinary way that worked very well as being a worldwide reference for Early Education, the triangular approach Ana Mae Barbosa, work toward interdisciplinarity involving the languages of art, in Teresa Vergani the surprises of the world a causeway in the symbolic interpellating Mathematics education at the logical, very characteristic of early childhood education, since at this stage (0-6 years) children think and act according to their age and is features: symbolism, animism, fantasy, irreversibility, captures, means and reframes his surroundings through symbolic play.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T20:37:08Z No. of bitstreams: 1 SayonaraFernandesDaSilva_DISSERT.pdf: 4175636 bytes, checksum: b0b4b049016db339e22cb88eb6092120 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-28T16:43:40Z (GMT) No. of bitstreams: 1 SayonaraFernandesDaSilva_DISSERT.pdf: 4175636 bytes, checksum: b0b4b049016db339e22cb88eb6092120 (MD5) / Made available in DSpace on 2016-06-28T16:43:40Z (GMT). No. of bitstreams: 1 SayonaraFernandesDaSilva_DISSERT.pdf: 4175636 bytes, checksum: b0b4b049016db339e22cb88eb6092120 (MD5) Previous issue date: 2015-07-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O estudo investiga o processo de implementa??o do Programa Nacional Biblioteca da Escola, PNBE e a forma??o do leitor na Educa??o Infantil de Natal. ? certo que a promo??o da leitura liter?ria ? a oportunidade de inser??o no mundo ligado ? cidadania, aos direitos humanos e ? justi?a social, pois ? a leitura que d? sentido ? vida e, portanto, um direito de todos. O estudo se caracteriza como uma pesquisa qualitativa de abordagem avaliativa. O procedimento metodol?gico de constitui??o do corpus de pesquisa se deu em tr?s etapas: a primeira foi a an?lise das leis e os documentos de pol?ticas p?blicas nacionais de promo??o da leitura; os question?rios aplicados pelo Comit? Gestor - Natal/RN nos CMEIs e os sites dispon?veis do MEC que prestam conta da distribui??o do acervo; na segunda etapa, foi adotado como procedimento metodol?gico a entrevista semiestruturada, elaborada com quest?es abertas que focam na gest?o do programa e no acervo do PNBE; e a terceira etapa foi a visita a 21 Centros de Educa??o Infantil de Natal para a realiza??o das entrevistas e da etapa da observa??o explorat?ria dos espa?os de leitura. S?o atores informantes nesta pesquisa: os assessores da SME - Natal e do FNDE, gestores dos Centros Municipais de Educa??o Infantil e professores, totalizando 30 informantes. Tomou-se como referencial te?rico-metodol?gico os estudos de Amarilha (1993; 1994; 2002; 2006; 2010; 2012), Bardin (2001), Bogdan; Biklen (1994) Castro (2007; 2008; 2012), Demo (2000; 2006; 2008), Fischer (2006), Moreira; Caleffe (2008); Paiva (2008; 2012), Secchi (2010; 2012), Soares (2003; 2008) e Zilberman (2001; 2003; 2008). A an?lise indica que a estrat?gia de descentraliza??o adotada no modelo de gest?o p?blica transfere as responsabilidades e assun??o do PNBE, eximindo os atores do planejamento de a??es que garantam a efici?ncia e efic?cia da implementa??o da pol?tica de leitura em n?veis nacional e municipal. O qualificado acervo distribu?do pelo MEC chega a todos os Centros de Educa??o Infantil independente da vontade ou da a??o dos professores, poucos o conhecem, visto que n?o t?m informa??o sobre o PNBE, tampouco recebem forma??o espec?fica de maneira a articul?-lo ? pr?tica de leitura com as crian?as da Educa??o Infantil. Os projetos de leitura implementados pela iniciativa privada na Educa??o Infantil de Natal se sobrep?e ao PNBE, tornando-o invis?vel. Os espa?os de leitura dispon?veis para essa etapa de escolariza??o se resumem a cantinhos de leitura. Em alguns Centros Infantis, os livros permanecem guardados nas caixas ou trancados em arm?rio fora de uso por professores e estudantes. Assim, o cuidado com a aquisi??o, a sele??o do acervo, a preocupa??o com a oferta da leitura e do livro para esse n?vel de educa??o se perdem em volumes de caixas fechadas, professores alijados do processo e crian?as sem o encantamento da leitura e do livro. Nesse contexto, este trabalho chama aten??o para o quanto ainda se precisa investigar com o objetivo de compreender as perspectivas, tens?es e desafios sobre as pol?ticas p?blicas de promo??o da leitura no nosso pa?s. Espera-se que a pesquisa possa contribuir para melhorar o modelo de gerenciamento do Programa Nacional Biblioteca da Escola - PNBE garantindo a democratiza??o da leitura e, por conseguinte, a forma??o do leitor na Educa??o Infantil. / This study aims to investigate the process of implementation of Programa Nacional Biblioteca da Escola, PNBE, and the reader's training on Childhood Education level in Natal. The promotion of literary reading is the opportunity of inclusion in a world that is connected to citizenship, to human rights and social justice, because the reading is the way which gives meaning to the life and, therefore, it is a right for everybody. The study is characterized as a qualitative research with evaluative approach. The methodological procedure that constitutes this corpus took place in three stages: the first one was about the analysis of laws and documents of national public policies for the reading promotion; questionnaires were applied by Managing Committee - Natal/RN to CMEIs and the available websites from MEC that provide distribution of the acquis; in the second stage, we adopted the semi-structured interview as a methodological procedure elaborated with open questions that focus on the program management and to the acquis of PNBE; and in the third step we visited the 21 centers of childhood education in Natal for interviewing and to do the exploratory observation in places of reading. The Informant actors in this research are: the advisors of SME - Natal and FNDE, managers and teachers in Municipal Childhood Education Centers who totalize 30 informants. This theoretical and methodological framework follows the studies of Amarilha (1993; 1994; 2002; 2006; 2010; 2012), Bardin (2001), Bogdan; Biklen (1994), Castro (2007; 2008; 2012), Demo (2000; 2006; 2008), Fischer (2006), Moreira; Caleffe (2008), Paiva (2008; 2012), Secchi (2010; 2012), Soares (2003; 2008) and Zilberman (2001; 2003; 2008). The analysis indicates that decentralization strategy which is adopted in public management model will transfer responsibilities and assumption of the PNBE, exempting the actors to planning actions ensuring the efficiency and efficacy implementation on reading policy to national and municipal levels. The qualified acquis that is distributed by MEC reaches every Childhood Education center and does not depend on teacher's desire or it action, only a few of them know about it and they do not have information about the PNBE, neither receive specific training in order to articulate it to the practice of reading with children from Childhood Education. The reading project implemented by private education system in Natal overlaps the PNBE, making it invisible. The reading places that are available for that schooling stage are summarized to the reading corners. In some CMEI, books remain stored in boxes or they are locked in the closet, out of use to the teachers and students. Thus, care for the acquisition, selecting acquis, and a preoccupation to the supply of the reading and books for this education level are lost into volumes of closed boxes, teachers are jettisoned to this process and children do not have any enchantment to the reading or books. In this context, this paper draws attention to how much we should still investigate in order to understanding the perspectives, stresses and challenges from public policies for the reading promotion in our country. We hope that the research will help to improve the management model of the PNBE, ensuring the reading democratization and therefore the reader's training in early Childhood Education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T12:57:06Z No. of bitstreams: 1 CarlineideJustinaDaSilvaAlmeida_DISSERT.pdf: 1283501 bytes, checksum: 2c0d91ec8962c2ddbb4c2bbb86698097 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-07T20:42:10Z (GMT) No. of bitstreams: 1 CarlineideJustinaDaSilvaAlmeida_DISSERT.pdf: 1283501 bytes, checksum: 2c0d91ec8962c2ddbb4c2bbb86698097 (MD5) / Made available in DSpace on 2017-02-07T20:42:10Z (GMT). No. of bitstreams: 1 CarlineideJustinaDaSilvaAlmeida_DISSERT.pdf: 1283501 bytes, checksum: 2c0d91ec8962c2ddbb4c2bbb86698097 (MD5) Previous issue date: 2016-02-17 / Os novos paradigmas que se constituem em volta do cen?rio educacional brasileiro envolvem, dentre outras discuss?es, reflex?es acerca da forma??o docente. Esse campo tem se revelado um objeto de estudo prof?cuo no que diz respeito ? pesquisa acad?mica e colaborativa, uma vez que encontramos nesse contexto, tem?ticas espec?ficas e inerentes a a??o de suas necessidades formativas, bem como, status social, valoriza??o profissional e identidade docente. Partindo desse pressuposto, essa pesquisa buscou compreender e descrever a representa??o social dos professores de Educa??o Infantil-EI de Angicos/RN, acerca da forma??o continuada, refletindo, sobretudo de que forma essa representa??o interfere na sua pr?tica educativa, delineando ainda, as motiva??es que os mesmos encontram para participarem das referidas forma??es. Contamos com a colabora??o de 25 professoras da EI, para a constitui??o dos dados desta pesquisa. Fundamentamos e amparamos nosso objeto de estudo nos reptos da Teoria da Representa??o Social- TRS, elaborada por Serge Moscovici (2012). A escolha por essa teoria, se deu pelo fato das possibilidades discursivas que a mesma prop?e para compreender a realidade social, considerando o senso comum como ponto primordial para a constru??o das representa??es desses sujeitos acerca de um dado objeto. A teoria foi posteriormente aprofundada por outros estudiosos, tais como: Jodelet (2001), Doise (2001) e Abric (2001), que se fizeram necess?rios a esse trabalho pelo n?vel de suas reflex?es no desenvolvimento de t?cnicas que atestassem com precis?o a constitui??o de uma RS. Adotamos ainda, as reflex?es de Saviani (2009), Freitas (2003), Mizukami (2002), Tardif (2011), Perrenoud (2001), para tratar da forma??o docente, al?m das discuss?es epistemol?gicas voltadas ? Educa??o Infantil, diante dos postulados de Angoti (2006), Oliveira (2011) e Azevedo (2013). A metodologia abordada contou com os seguintes instrumentos: T?cnica de Associa??o Livre de Palavras ? TALP, proposta por Abric (1994), T?cnica de Hierarquiza??o de Itens, Verg?s (2001), T?cnica de An?lise de Conte?do, elaborada por Bardin (2009), Observa??o e entrevistas semiestruturadas a partir das reflex?es de Amado (2009). Os dados nos permitiram identificar que a RS das professoras de EI de Angicos/RN acerca da forma??o continuada, se estruturam diante de tr?s elementos chaves: Conhecimento, aprendizagem e capacita??o. Todavia, percebemos com a observa??o em l?cus que os discursos de algumas docentes n?o condizem com suas pr?ticas, uma vez que corroboramos com Jodelet (2001), quando afirma que a RS deve ser um guia para a a??o. O grupo de professoras encontra-se dividido, pois alguns s?o conscientes de que seu reconhecimento profissional exige delas uma nova postura, um novo olhar para as pr?ticas educativas realizadas no n?vel de ensino ao qual est?o inseridos. Entretanto, algumas professoras mesmo conscientes de suas atitudes continuam reproduzindo pr?ticas assistencialistas, reafirmando dentro do grupo a representa??o de que EI ? assistencialismo. Portanto, chegamos ? conclus?o de que, elementos novos integram a representa??o social das professoras acerca da forma??o continuada, no entanto, n?o conseguem se configurar como uma nova RS desse campo em rela??o ? forma??o docente, porque existem alguns obst?culos simb?licos impedindo a consolida??o do discurso dessas docentes na pr?tica. / The new paradigms which surround Brazilian educational scenario involve, among other discussions, thoughts on the teacher development. This field has been proved to be a fruitful object of study regarding academic and collaborative research, due to the fact that we found in this context specific inherent themes to the action of their training needs, as well as, social status, professional valorization and the teacher?s own identity. Under this assumption, this research sought to understand and describe the social representation of the Pre-School teachers in Angicos/RN, focusing on the teacher?s development, mainly pondering on how this representation interferes in their educational practice and also outlining the reasons why they attend such development courses. We founded and supported our object of study in the challenges of the Social Representation Theory - SRT, elaborated by Serge Moscovici (1976). We chose the aforementioned theory because of the discursive possibilities that it proposes to understand the social reality, considering the common sense as an essential point for the construction of the representations of those subjects on a given object. The theory was further deepened by other scholars such as: Jodelet (2001), Doise (2001) and Abric (2001), who were necessary to this study for the level of their reflections on the development of techniques to accurately certify the constitution of a SR. We also followed the reflections of Saviani (2009), Freitas (2003), Mizukami (2002), Tardif (2011), Perrenoud (2001), for teacher training, in addition to the epistemological discussions focused on Pre-School, according to the postulates of Angoti (2006), Oliveira (2011), Azevedo (2013). The methodology addressed included the following instruments: The Technique of Free Association of Words - TFAW, proposed by Abric (1994), The Technique for Ranking Items, Verg?s (1992), The Technique of Content Analysis, developed by Bardin (2009), observation and semi-structured interviews from the reflections of Amado (2009). The data allowed us to identify that the SR of the teachers in Angicos/RN about teacher?s continuing development are structured on three key elements: knowledge, learning and training. However, we noticed through observation in loco that the speeches of some teachers do not match their practices, since we corroborate with Jodelet (2001), when she says that the SR should be a guide for action. The group of teachers is divided because some are aware that their professional recognition requires a new attitude, a new approach to the educational practices carried out in the level of education to which they are inserted. Even though some teachers are aware of their attitudes, they still reproduce paternalistic practices, reaffirming inside the group that the representation of Pre-School is the paternalism. Therefore, we have come to the conclusion that new elements integrate the social representation of the teachers about the continuing educational training; however, they are unable to configure it as a new SR of this field in relation to the teacher development because there are some symbolic barriers preventing the consolidation of their speeches into their practice.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T12:57:09Z No. of bitstreams: 1 WanessaRafaelaDoNascimentoDaCosta_DISSERT.pdf: 1278479 bytes, checksum: 475ae5513457d947a73b6e2ac9f6c634 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-08T16:31:46Z (GMT) No. of bitstreams: 1 WanessaRafaelaDoNascimentoDaCosta_DISSERT.pdf: 1278479 bytes, checksum: 475ae5513457d947a73b6e2ac9f6c634 (MD5) / Made available in DSpace on 2017-02-08T16:31:47Z (GMT). No. of bitstreams: 1 WanessaRafaelaDoNascimentoDaCosta_DISSERT.pdf: 1278479 bytes, checksum: 475ae5513457d947a73b6e2ac9f6c634 (MD5) Previous issue date: 2014-07-31 / No curso do desenvolvimento de cada indiv?duo a linguagem tem segundo a perspectiva da abordagem hist?rico-cultural de L. S. Vygotsky, o papel primordial de media??o na constitui??o do psiquismo, cujas formas de funcionamento originam-se na vida social, nas intera??es com a cultura e se desenvolvem mediante processo de internaliza??o de modos intermentais de a??o que se convertem em modos intramentais. Nessa perspectiva, a linguagem, enquanto fun??o especificamente humana, desenvolve-se em cada crian?a mediante sua inser??o no meio sociocultural, desde os primeiros meses de vida, evoluindo de modo significativo nos dois primeiros anos, n?o naturalmente, mas em situa??es de intera??o e media??o dos outros com quem convive. Nosso estudo partiu dessas premissas, juntamente ao reconhecimento do papel social da Educa??o Infantil de propiciar o desenvolvimento integral da crian?a, o que inclui a aprendizagem de pr?ticas simb?licas ou m?ltiplas linguagens, dentre elas, a linguagem oral. Perguntamos-nos sobre: em que contextos/situa??es se evidenciam ind?cios de aprendizagem e desenvolvimento da linguagem oral em beb?s e crian?as bem pequenas na Educa??o Infantil, e qual o papel do(s) outro(s) ? professores e crian?as ? nesses processos? O presente trabalho objetiva analisar contextos/situa??es de apropria??o da linguagem oral em beb?s e crian?as na Educa??o Infantil e o papel do(s) outro(s) ? professores e outras crian?as ? nesse processo. O estudo assumiu, te?rica e metodologicamente, os princ?pios da abordagem hist?rico-cultural de L.S.Vygotsky, e do dialogismo de M. Bakhtin no que se refere ao desenvolvimento dos processos humanos e sua an?lise. Este estudo foi desenvolvido em um Centro Municipal de Educa??o Infantil de Natal/RN e envolveu a constru??o de dados emp?ricos por meio de observa??es participativas da din?mica di?ria com registro em v?deo e di?rio de campo. Os sujeitos foram seis professoras que atuam junto ao grupo de quinze crian?as em uma turma de ber??rio II. A an?lise dos dados nos possibilitou aglutinar em dois grupos situa??es vivenciadas do ber??rio em que se evidenciam ind?cios de emerg?ncia da linguagem oral ? papel das crian?as e das professoras: 1) Situa??es desencadeadas pelas pr?prias crian?as: eventos entre as pr?prias crian?as e eventos entre as crian?as e as professoras; 2) Situa??es propiciadas pelas Professoras: eventos integrantes da rotina (momento da roda e momento de ver TV-DVD) e eventos fora dos momentos da rotina. Apesar de reconhecermos a import?ncia da intera??o entre as crian?as e de sua ineg?vel capacidade de participar e produzir eventos como possibilidades de aprendizagem, ressaltamos o papel das professoras nesses momentos, pois s?o elas os adultos respons?veis que podem ver, ouvir, e dar sentido a todas as a??es das crian?as, como tamb?m organizar-propiciar, em suas pr?ticas, situa??es em que elas possam vivenciar experi?ncias de/com a linguagem mais ricas e potencializadoras de seu desenvolvimento. Finalmente, destacamos a necessidade da linguagem oral ? sua natureza e sua aprendizagem ? passar a ter um lugar mais proeminente na organiza??o de propostas e pr?ticas pedag?gicas de educa??o das crian?as na Educa??o Infantil e, por conseguinte, na forma??o de professores que trabalham nessa etapa. / In the course of development of each individual, the language has, from the perspective of approach cultural-historical of L.S. Vygotsky, an important role of mediation in the constitution psychological, whose form of operation has originated in social life, in the interactions with the culture and which it develop through of internalization of inter-mental modes of action, that become intra-mental modes. In this perspective, the parlance itself, as a function specifically human , develops in each child upon its insertion in the sociocultural environment, since the first months of life, evolving significantly in the first and second year, not naturally, but in situations of interaction and mediation of others people with whom they live. Our study has been originated of these presuppositions together with the recognition of the social role of childhood education to promote the holistic development of children, which includes the learning of symbolic practices or multiple parlances, among them the oral language practice. We ask ourselves about: in what situations experienced by children of one to two years, in the context of a nursery, the learning and the development of oral language are favored and what is the role of the teacher and of children? This work aims to analyze contexts / situations of appropriation of oral language in infants and children in childhood education and the role of the other(s) - teachers and other children - in that process. The study assumed, theoretically and methodologically, the principles of approach cultural-historical of LS Vygotsky and the dialogism of M. Bakhtin on the development of human processes and its analysis. It has been developed into a Municipal Center of Childhood Education of Natal / RN and involved the construction of empirical data through of participatory observations of daily dynamic, with video recording and field diary. The subjects were six teachers who work with a group of fifteen children in a class of second level of nursery. The data analysis allowed us to coalesce into two groups experienced situations in which the nursery show signs emergency oral language - role of children and teachers: 1) this is triggered by the children themselves: events among children themselves and events among children and teachers; 2) violations caused by Professors: members of routine events (wheel of time and moment of watching TV-DVD) and events outside of the routine moments. While we recognize the importance of interaction between children and their undeniable ability to participate and produce events as learning possibilities, we highlight the role of teachers in those moments, because they are the responsible adults who can see, hear and give meaning to all actions of the children, as well as organize and propitiate, in their practices, situations in which the children can live experiences of / with the a richest language and which provides its development. Finally, we highlight the need for the oral language - its nature and learning - go on to have a more prominent place in the organization of tenders and pedagogical practices of education for children in childhood education and therefore in the formation of teachers working at this stage.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-17T19:25:44Z No. of bitstreams: 1 ElaineLucianaSobralDantas_TESE.pdf: 2391242 bytes, checksum: 5112ec64c84c51ce6b9595dfbf91aecf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-17T23:47:06Z (GMT) No. of bitstreams: 1 ElaineLucianaSobralDantas_TESE.pdf: 2391242 bytes, checksum: 5112ec64c84c51ce6b9595dfbf91aecf (MD5) / Made available in DSpace on 2017-02-17T23:47:06Z (GMT). No. of bitstreams: 1 ElaineLucianaSobralDantas_TESE.pdf: 2391242 bytes, checksum: 5112ec64c84c51ce6b9595dfbf91aecf (MD5) Previous issue date: 2016-02-26 / A tese tematiza quest?es relativas aos conhecimentos que podem constituir as experi?ncias vivenciadas por crian?as no cotidiano das institui??es de Educa??o Infantil e que, por conseguinte, constituem os curr?culos por elas vividos nesses contextos, mediante os quais ? juntamente a outras experi?ncias partilhadas em outros espa?os sociais ? elas interagem com a cultura e se constituem como sujeitos. As problematiza??es geradoras do estudo s?o desencadeadas em contextos de imprecis?es, contradi??es e embates acerca do que precisa constituir tais curr?culos. Consideramos que, historicamente, os sentidos circulantes acerca do que as crian?as podem aprender na educa??o infantil est?o sendo (in)definidos em, pelo menos, duas inst?ncias: uma deliberativa ? documentos de pol?ticas nacionais; e uma pr?tica ? planejamento/desenvolvimento de experi?ncias cotidianas de professores junto ?s crian?as nas institui??es educativas. Assim, a pesquisa busca responder ? quest?o: que sentidos s?o atribu?dos ao curr?culo e aos conhecimentos que podem se constituir como objetos e objetivos da educa??o infantil no texto das Diretrizes Curriculares Nacionais para Educa??o Infantil (DCNEI) e nas vozes de professores que atuam nessa etapa educativa? O estudo assumiu como aportes te?rico-metodol?gicos os princ?pios da abordagem hist?rico-cultural de L. S. Vigotski (2000; 2005; 2007; 2009) e da an?lise dial?gica do discurso de M. Bakhtin (1995; 2003). Desse modo, compreendendo que as significa??es/sentidos, enquanto produ??es humanas-sociais, s? podem ser estudadas em seu movimento de constitui??o. A investiga??o tem como objetivo: analisar os sentidos atribu?dos ao curr?culo e aos conhecimentos que podem/precisam se constituir como objetos/objetivos na educa??o infantil pelas DCNEI e por professores que atuam nessa etapa. Para tanto, desenvolvemos uma pesquisa de dupla natureza ? documental e emp?rica - com an?lise de documentos e entrevistas semiestruturadas, individuais e coletivas, com nove professoras da educa??o infantil que atuam em institui??es p?blicas. A constru??o e an?lise dos dados se deu em um movimento dial?gico de negocia??o e produ??o de sentidos sistematizados em dois campos tem?ticos presentes no objeto: 1) Sentidos relativos a curr?culo e 2) Sentidos relativos a conhecimentos. Mediante a an?lise empreendida, identificamos/organizamos eixos de sentidos: 1a) Sentidos sobre curr?culo nas DCNEI; 1b) Sentidos sobre curr?culo nas vozes de professoras (O que constitui curr?culo e processos de produ??o/defini??o do curr?culo); e 2a) Sentidos em torno de conhecimentos nas DCNEI (O que constitui conhecimento na/para educa??o infantil: diferentes patrim?nios de conhecimentos, conhecimentos e saberes, conhecimentos e linguagens, conhecimentos que constituem o curr?culo; o conhecimento nas intera??es e na brincadeira; o conhecimento e as experi?ncias educativas que integram o curr?culo); 2b) Sentidos de conhecimento nas vozes de professoras da educa??o infantil (O que as crian?as podem aprender nas experi?ncias educativas: conhecimentos como habilidades/capacidades do desenvolvimento infantil, conhecimentos relativos aos processos de alfabetiza??o e letramento, conhecimentos nas experi?ncias l?gico-matem?ticas, conhecimentos sobre o mundo f?sico e social, conhecimentos nas linguagens da arte, conhecimentos para os beb?s; modos organizativos de conhecimentos no curr?culo: eixos de conhecimentos - entre DCNEI e RCNEI, experi?ncias curriculares, intera??es e brincadeira). Verificamos encontros e desencontros acerca do que as crian?as precisam aprender na educa??o infantil entre as proposi??es das DCNEI e as vozes das professoras. A an?lise do texto oficial aponta para a necessidade de maior clareza, amplia??o e aprofundamento de suas defini??es, considerando que os professores precisam de ?chaves? n?o dispon?veis no texto, para acessar as significa??es nele contidas. Apontamos, ainda, a necessidade de maior investimento em forma??o em servi?o e condi??es de apropria??o, por parte de professores dessa etapa, das atuais proposi??es te?ricas e oficiais para a educa??o de crian?as muito pequenas e pequenas, fundamentais ao desenvolvimento e ? reflex?o de sua pr?pria pr?tica. / This thesis regards questions related to the knowledges that can constitute the experiences children have in kindergarten institutions on a daily basis that, by consequence, constitute the curricula they experience in this context, by which ? alongside other experiences from assorted social spaces ? they interact with culture and constitute themselves as subjects. The problematizations that generate this study unfold in a context of imprecision, contradictions and confrontations regarding what needs to constitute such curricula. Its considered that, historically, the circulating senses that children may learn in early education are being (un)defined in, at least, two instances: a deliberative one ? national policies documents; and a practical one ? planning/development of daily experiences of the teachers alongside their students in educational institutions. Thus, the research seeks to answer the question: ?Which senses are attributed to curriculum and the knowledges that can constitute the objects/objectives of child education by the National Curricular Directives for Child Education (port. DCNEI) and by teachers acting in this educational stage?? The study was theoretically-methodologically based in the principals of historical-cultural approach of L. S. Vigotski (2000; 2005; 2007; 2009) and in the dialogic analysis of M. Bakhtin?s discourse (1995; 2003). Thereby, understanding that the meanings/senses, while human-social productions, can only be studied in their constitution movement, the investigation has as objective: to analyze the senses attributed to the curriculum and the knowledges that might/need (to) constitute themselves as objects/objectives of child education by DCNEI and by teachers that act in this stage. Therefore, a dual nature research was devised ? documental and empirical, with document analysis and semi-structured interviews, both nine-person groups and individual public kindergarten teachers. The data construction and analysis unfolded in a dialogic movement of negotiation and production of senses systematized in two thematic fields present in the object: 1) senses related to curricula and 2) senses related to knowledges. With the analysis, directions of senses were identified/organized: 1a) senses on curricula of the DCNEI; 1b) senses on curricula on the voices of teachers (on what constitutes curriculum and the processes of production/definition of the curriculum); and 2a)senses regarding knowledge in the DCNEI (What constitutes knowledge in/for child education: different heritages of knowledge, knowledge and wisdom, knowledge and language, knowledges that constitute curricula; Knowledge in the interactions and playtimes; Knowledge and the educational experiences that compose the curriculum); 2b) senses of knowledge on the voices of kindergarten teachers (What children might learn in educational experiences: knowledge as abilities/capacities of child development, knowledge related to literacy processes, knowledge in logic/mathematical experiences, knowledge on the physical and social world, knowledge in art languages, knowledge for babies; Organizational means of knowledge in the curriculum: knowledge directions between DCNEI and RCNEI, curricular experiences, interactions and playtime). Agreements and disagreements were verified as to what children need to learn in child education between what is proposed in the DCNEI and the teachers. The official text?s analysis shows a need for more clarity, broadening and deepening of its definitions, considering the teachers need ?keys? unavailable in the text, to access the significations it contains. We still indicate the need for more investment in service formation and conditions for proper appropriation by the teachers of the current theoretical and official propositions for young and very young child education, groundwork for development and to the reflection of their own practices.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-14T21:58:37Z No. of bitstreams: 1 BarbaraRaquelCoutinhoToscanoAzevedo_DISSERT.pdf: 2541015 bytes, checksum: 45a16b6276b47e59fbaad941bb64fa71 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-15T23:01:12Z (GMT) No. of bitstreams: 1 BarbaraRaquelCoutinhoToscanoAzevedo_DISSERT.pdf: 2541015 bytes, checksum: 45a16b6276b47e59fbaad941bb64fa71 (MD5) / Made available in DSpace on 2017-03-15T23:01:12Z (GMT). No. of bitstreams: 1 BarbaraRaquelCoutinhoToscanoAzevedo_DISSERT.pdf: 2541015 bytes, checksum: 45a16b6276b47e59fbaad941bb64fa71 (MD5) Previous issue date: 2016-07-26 / O presente texto dissertativo tem como objetivo analisar sentidos atribu?dos ? leitura por crian?as no contexto da Educa??o Infantil e tematiza quest?es relativas ? crian?a, leitura e Educa??o Infantil. Seu desenvolvimento se orientou pelas seguintes premissas: a) A crian?a como sujeito capaz de produzir em condi??es de intera??o e media??o, sentidos pr?prios/singulares em rela??o aos objetos e pr?ticas da cultura; b) A leitura como pr?tica cultural relevante presente na vida das crian?as; c) O lugar da leitura na Educa??o Infantil. A pesquisa busca responder a quest?o: que sentidos a leitura assume para crian?as no contexto da Educa??o Infantil? O estudo assumiu, como aportes te?rico-metodol?gicos, os princ?pios da abordagem qualitativa e as proposi??es de L. S. Vygotsky sobre processos humanos e de M. Bakhtin para a pesquisa nas Ci?ncias Humanas, segundo os quais ? preciso considerar que os estudos tratam n?o de objetos dados, mas de processos em permanente mudan?a, constitu?dos em rela??es de media??o que precisam ser aprendidas; que tanto o objeto, como sua compreens?o, s?o produ??es discursivas, s?o textos; o pesquisador e os pesquisados s?o sujeitos em intera??o; o conhecimento ? co-constru?do. A investiga??o envolveu os seguintes procedimentos metodol?gicos: sess?es de observa??o do tipo semi-participativa e entrevistas coletivas e individuais do tipo semiestruturadas. O estudo foi desenvolvido em uma institui??o de Educa??o Infantil da rede p?blica de Natal, RN ? Centro Municipal de Educa??o Infantil ? e teve, como sujeitos participantes crian?as com idades em torno de cinco anos e a professora de uma turma de n?vel IV. A constru??o e an?lise/interpreta??o dos dados apontam que: as crian?as t?m no contexto pesquisado possibilidades de intera??o com a escrita e de experimenta??o da leitura, ainda que n?o saibam ler convencionalmente, em situa??es diversas e significativas, o que vivenciam de forma l?dica e com relativa autonomia; as crian?as produzem/expressam sentidos m?ltiplos em rela??o ? leitura, sistematizados em centros-eixos de sentidos: 1) Ler como atividade de/para um tempo futuro; 2) Ler como atividade de adulto; 3) Ler como apropria??o de conhecimento e poder; 4) Ler como atividade que atravessa espa?os; 5) Ler como atividade de prazer; 6) Ler como atividade escolar. A an?lise dos discursos das crian?as e a sistematiza??o dos ?centros-eixos? de sentidos expressados por elas em rela??o ? leitura apontam para o lugar relevante dessa pr?tica cultural em seus contextos de vida e, de modo especial, a escola; as possibilidades das crian?as como sujeitos produtores de cultura e participantes dos contextos onde vivem; da necessidade de que seus modos de pensar e significar a leitura sejam considerados na ressignifica??o das pr?ticas pertinentes ? leitura no contexto da Educa??o Infantil. / This argumentative text aims to analyze meanings attributed to reading for children in the context of early childhood education and thematizes issues concerning children, reading and Early Childhood Education. Its development was guided by the following assumptions: a) the child as a subject capable of producing in conditions of interaction and mediation, own / unique way in relation to objects and cultural practices; b) Reading as a cultural practice material present in the lives of children; c) the place of reading in kindergarten. The research seeks to answer the question that way reading takes for children in the context of early childhood education? The study took as theoretical and methodological contributions, the principles of qualitative approach and LS Vygotsky propositions about human processes and M. Bakhtin for Research in the Humanities, in which you need to consider: that the studies deal, not objects data, but processes in permanent change, made in mediation relationships that need to be learned; both the object, such as your understanding, are discursive productions are texts; the researcher and the researched subjects are interacting; knowledge is co-constructed. The research involved the following methodological procedures: observation sessions semi-participative type and group and individual interviews semistructured type. The study was developed in an Early Childhood Education institution from public Natal, RN - Municipal Center for Child Education - and had as subjects participants, children aged around five years and the teacher of a class IV level. The construction and analysis / interpretation of the data indicate that: children have in the researched context, possibilities of interaction with the writing and testing of reading, even though they know not read conventionally, in diverse and significant situations, which experience through play and with relative autonomy; children produce / express multiple meanings in relation to reading, systematized in center-axis directions: 1) Read as / activity for a future time; 2) Read as an adult activity; 3) Read and appropriation of knowledge and power; 4) Read as an activity that crosses spaces; 5) Read and pleasure activity; 6) Read as a school activity. The analysis of the speeches of children and the systematization of the "center-axis" of meanings points to the important place that cultural practice in their contexts of life and, especially, the school; the possibilities of children as subjects of culture producers and participants of the contexts in which they live; the need for their ways of thinking and mean reading are considered in the reinterpretation of the relevant practices of reading in the context of early childhood education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T22:24:22Z No. of bitstreams: 1 JoaoBatistaDeOliveiraFilho_DISSERT.pdf: 1923840 bytes, checksum: dcb0cddda10c72c8e7ff3ec7d22d414e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-13T23:22:10Z (GMT) No. of bitstreams: 1 JoaoBatistaDeOliveiraFilho_DISSERT.pdf: 1923840 bytes, checksum: dcb0cddda10c72c8e7ff3ec7d22d414e (MD5) / Made available in DSpace on 2017-11-13T23:22:10Z (GMT). No. of bitstreams: 1 JoaoBatistaDeOliveiraFilho_DISSERT.pdf: 1923840 bytes, checksum: dcb0cddda10c72c8e7ff3ec7d22d414e (MD5) Previous issue date: 2017-07-27 / Esta investiga??o foi realizada em dois Centros Municipais de Educa??o Infantil (CMEI) da rede p?blica de Natal - RN. A partir da contribui??o de produ??es do campo p?s-estruturalista em educa??o e realizando mesti?agens entre estudos de g?nero, estudos culturais e estudos foucaultianos, buscou-se discutir pr?ticas curriculares envolvidas em quest?es de g?nero e sexualidade em turmas de crian?as de 5 anos de idade. A partir disso, destaca-se como problem?tica de pesquisa o modo como as pr?ticas curriculares produzidas pelxs professorxs funcionam sob a inteligibilidade de uma matriz cultural que sustenta a ?verdade? de uma dita continuidade natural entre sexo e g?nero, coibindo poss?veis atravessamentos que perturbem essa ordena??o. Servindo-se metodologicamente de procedimentos de inspira??o etnogr?fica, tais como observa??o e entrevistas semiestruturadas, este estudo adentrou os momentos da rotina em sala de aula, os gestos, os movimentos, os usos de instrumentos, as ordena??es, as falas e os sil?ncios dxs professorxs nas suas pr?ticas cotidianas que se destinavam ao ?mbito do g?nero e da sexualidade das crian?as. Nessa aproxima??o emp?rica, tais opera??es did?ticas passaram a ser vistas com certas lentes conceituais, como: cultura (VEIGA-NETO, 2003; P?REZ GOMEZ, 1993; HALL, 1997), rela??es de poder (FOUCAULT, 1984, 1989, 2014), curr?culo (SILVA, 2010), g?nero (SCOTT, 1995; LOURO, 1997, 2008, 2015) e performatividade de g?nero (BUTLER, 2003), al?m de outros conceitos coadjuvantes tamb?m emprestados da perspectiva p?s-estruturalista que foram as ferramentas para estabelecer os nexos de funcionamento de uma pedagogia dos corpos atuando pela via de pr?ticas curriculares supostamente produtoras de normalidades de g?nero e sexualidade. Dessa forma, foi poss?vel reunir ind?cios amplos de converg?ncias diversas do campo cultural, social e pol?tico que atravessam a ?rbita curricular e a ?tica docente, incidindo nas rela??es pedag?gicas em que se enredam professorxs e crian?as. Ao aprofundar o estudo de como se engendra esse processo, a pesquisa se deparou com pr?ticas condutivas por onde circulam rela??es assim?tricas de poder na forma de uma a??o sobre a??es, articulando exerc?cios produtivos que privilegiam formas de g?nero e sexualidade na ?tica bin?ria e heteronormativa. Implicados nessa din?mica sempre inst?vel est?o significados da cultura, dissimulados como naturais, posicionados para que cada um veja as normas sobre o pr?prio corpo n?o apenas como necess?rias, mas como naturais, agindo sobre si mesmxs, submetendo-se ou resistindo aos efeitos de poder que atuam sobre seus corpos naquele contexto. Nesse sentido, ? poss?vel afirmar que as pr?ticas curriculares dos dois CMEI estudados s?o atravessadas por ast?cias do poder investindo detalhadamente em subjetividade normativa de g?nero e sexualidades. / This research has as locus two Centros Municipais de Educa??o Infantil (CMEI) in the Natal public educational system. Based on contributions from educational post-structuralism field realizing some mixings about gender, cultural and Foucault studies, it aims to discuss curricular practices related to gender and sexuality in classrooms with children that have 5 years old. It detaches as a research problem the way curricular practices produced by teachers work intelligibility as a cultural matrix that holds a ?truth? of a named natural continuity between sex and gender, not allowing anything that disturbs this rule. With methodological base in some proceedings with ethnographical approach, that is observation and semi-structured interview, this study experienced classroom routine, gestures, movements, instruments use, orderings, teachers discuss and silences during their practices related to children gender and sexuality. In this empirical approaching, conceptual lens as: culture (VEIGA-NETO, 2003; P?REZ GOMEZ, 1993; HALL, 1997), power relationships (FOUCAULT, 1984, 1989, 2014), curriculum (SILVA, 2010), gender (SCOTT, 1995; LOURO, 1997, 2008, 2015) and gender performativity (BUTLER, 2003), among others related to post-structuralism perspective that were tools to establish links to work with bodies pedagogy using curricular practices that supposed produce normality about gender and sexuality. In this sense, it points many convergences in the cultural, social and political fields that cross curricular field and teacher point of view, linking pedagogical relations connecting teachers and children. Analyzing this process, this research points conductive practices that support asymmetrical power relationships based on actions under actions, articulating productive exercises that privilege gender and sexuality forms in the binary and heteronormative way. Inserted in this instable dynamics are culture significances, pseudo naturals, to each one see his/her own body rule not only as something necessary but as natural, acting about his/herself, submitting or resisting power effects that act about their body in that context. In this sense, it is possible to affirm curricular practices in the CMEI present power strategies investing in the normative subjectivity of gender and sexuality.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-09T18:43:17Z No. of bitstreams: 1 2015 - Sirlene Oliveira de Souza.pdf: 2512441 bytes, checksum: c29d5a9693bf8606caabfdf7eef43161 (MD5) / Made available in DSpace on 2017-06-09T18:43:17Z (GMT). No. of bitstreams: 1 2015 - Sirlene Oliveira de Souza.pdf: 2512441 bytes, checksum: c29d5a9693bf8606caabfdf7eef43161 (MD5) Previous issue date: 2015-03-17 / With a historical-cultural focus, it is aimed at this study reflecting on the processes which compose the cognitions, knowledges and the formation of professionals as well as the pedagogical actions focused on the small children in the initial period of their staying in the kindergarten. This way we present as a goal investigating how the knowledges are built, conceptions and pedagogical practices of the teachers in the first days of the children and their families? staying in the Childhood Education School of UFRJ. We had this proposal coming from the processes of construction of adopted knowledges by a group of five teachers of a baby nursery, in articulation with the staff which leads the school. In benefit of that, we looked forward to identify in what contexts and forms the processes of constructions are given; how the existences of teachers? formation occur for the ones of the unity of Childhood Education; to perceive which knowledges are involved in that; analyzing how the politics of the present formation are reflected in this context and, finally, how this group becomes real in the pedagogical actions of reception of the children that are inserted in the institution. We understand the insertion as a movement of simultaneous knowledge among children/ families and institution/ educators, therefore the form as the institution organizes this period will be important in the construction of the relations between everybody. We still understand that the cognitions, pieces of knowledge and proceedings of the teachers are built daily in the meeting of one with another, in the dialogical movement of listening to many voices that evince themselves in the daily pedagogical proceeding. With these comprehensions, in search of our goal, we follow the movements that happened with the group of teachers in the insertion process of four children of the baby nursery group that started their routes in the institution in the second semester of the year of 2014. As a way of systematize our meetings and dialogs and of capturing the movements of the staff that could evince our focus of the analysis, we tried to take hold of a group of proceedings and instruments that could provide a dialogical space among researcher and researched subjects. With that, the use of the survey of characterization of the teachers, the dynamic of the group interview and the register in the diary which refers to the accomplished observations in the educational context, were adopted as a way of providing the demand through the group production of the data. The analysis shows us that there are some specific pieces of knowledge to which it recurs in the insertion movement; the most part of them refers to the specifics of the teacher?s role of Childhood Education. We saw all the time the search for understanding questions related to the food, the crying, the sleep, the hygiene, the space-time organization, the roles? compositions, all of them surrounded by responsive action with another subject. The teachers used to do endless exotopy in favor of the construction of these understandings where they had ?in the other? the great source of construction of the knowledge. / Com um enfoque hist?rico-cultural, pretende-se neste estudo refletir sobre os processos que comp?em os saberes, conhecimentos e a forma??o dos profissionais, bem como as a??es pedag?gicas voltadas para as crian?as pequenas no per?odo inicial de sua estadia na creche. Assim, apresentamos como objetivo investigar de que forma se constroem os conhecimentos, concep??es e pr?ticas pedag?gicas dos professores nos primeiros dias de estadia das crian?as e suas fam?lias na Escola de Educa??o Infantil da UFRJ. Tivemos esse prop?sito partindo dos processos de constru??o de conhecimentos adotados por um grupo de cinco professores de uma turma de ber??rio, em articula??o com a equipe que lidera a escola. Em prol deste, procuramos identificar em que contextos e formas se d?o processos de constru??o de conhecimentos; como ocorrem viv?ncias de forma??o para os professores desta unidade de Educa??o Infantil; perceber quais conhecimentos s?o envolvidos nele; analisar de que forma as pol?ticas de forma??o vigentes est?o refletidas nesse contexto e, por fim, como esse conjunto concretiza-se nas a??es pedag?gicas de recep??o das crian?as que se inserem na institui??o. Entendemos a inser??o como um movimento de conhecer simult?neo, entre crian?as/fam?lias e institui??o/educadores, portanto a forma como a institui??o organiza esse per?odo ser? importante na constru??o das rela??es entre todos. Entendemos ainda que os saberes, conhecimentos e fazeres dos professores s?o constru?dos cotidianamente no encontro com outro, no movimento dial?gico de escuta das v?rias vozes que se evidenciam no fazer pedag?gico cotidiano. Com essas compreens?es, na busca de nosso objetivo, acompanhamos os movimentos que aconteceram com o grupo de professores no processo de inser??o de quatro crian?as do grupo de ber??rio, que come?aram seu percurso na institui??o no segundo semestre do ano de 2014. Como forma de sistematizar nossos encontros e di?logos e de captar os movimentos da equipe que evidenciassem nosso foco de an?lise, procuramos lan?ar m?o de um conjunto de procedimentos e instrumentos que proporcionasse um espa?o dial?gico entre pesquisador e sujeitos pesquisados. Com isso, o uso do question?rio de caracteriza??o dos professores, a din?mica de entrevista coletiva e o registro em di?rio de campo referente ao acompanhamento das observa??es realizadas no contexto educacional, foram adotadas de forma a suprir a demanda pela produ??o conjunta dos dados. A an?lise nos mostra que h? alguns conhecimentos espec?ficos aos quais se recorre no movimento de inser??o, a maioria deles referente as especificidades do papel de professor de Educa??o Infantil. Vimos a todo tempo a busca por compreender quest?es referente a alimenta??o, ao choro, ao sono, a higiene, a organiza??o espa?o temporal, a composi??o de papeis, todos cercados pela a??o responsiva com outro sujeito. As professoras faziam um exerc?cio de exotopia incessante em prol da constru??o dessas compreens?es, em que tinham ?no outro? a grande fonte de constru??o de conhecimento.