Made available in DSpace on 2016-04-04T18:33:06Z (GMT). No. of bitstreams: 1 JAQUELINE CRISTINA MASSUCATO.pdf: 908289 bytes, checksum: 761ca582baeeac65a1b241456659cda5 (MD5) Previous issue date: 2012-02-16 / This study focuses on teacher s training in early childhood education, whose search problem lies in knowing the role of initial training in the reconstruction process of these professional identities, investigating the function of this training in the reconstruction of social representations of children education s future teachers about their profession. We developed a study based on qualitative research approach, whose theoretical and methodological framework was based on the Theory of Social Representations of Moscovici (2009). The data collection technique adopted was the application of questionnaires to 57 new students and 46 graduates of Pedagogy course of a private university in S?o Paulo state, among which we selected five graduating students to participate in semistructured interviews. The collected data were analyzed based on the identification of the following categories: teacher identity, conception of teacher and teacher training s challenges. The results indicated that this training course seems to have provided recognition to the early childhood s teacher as a professional one, with specific knowledge for its actions and, therefore, who needs to be professionally and socially recognized by the importance of its function. The investigation underscored how important is to rethink childhood s teacher identity in terms of professional recognition and its social, political and professional role. We value the contributions of this training course to the review of concepts and representations that interfere with this identity reconstruction and we realize that challenges are made to improve initial training in this course, such as internship, which needs to articulate the theory and promote more critical thoughts about the foundational concepts of the area; the need for deeper analysis of the curriculum to enable review of conceptions, allowing redraftings that deconstruct socially crystallized representations. Finally, by placing emphasis on these issues, we believe we are contributing to Educational research and, more specifically, to the identity formation of Childhood s Teachers, who belongs to a professional group entitled to exercise its teacher profession and the social function that historically characterizes it. / Este estudo aborda a forma??o de professores de educa??o infantil, cujo problema de pesquisa situa-se em conhecer o papel da forma??o inicial no processo de reconstru??o de sua identidade profissional, objetivando investigar o papel dessa forma??o na reconstru??o das representa??es sociais de futuras professoras de educa??o infantil sobre a profiss?o. Desenvolvemos um estudo baseado na abordagem qualitativa de pesquisa, cujo referencial te?rico-metodol?gico pautou-se na Teoria das Representa??es Sociais de Moscovici (2009). As t?cnicas de coleta de dados adotadas foram a aplica??o de 57 question?rios a alunos ingressantes e 46 concluintes de um curso de pedagogia de uma universidade particular do Estado de S?o Paulo, dentre os quais selecionamos cinco alunas concluintes para participarem da realiza??o de entrevistas semi-estruturadas. Os dados coletados foram analisados a partir da identifica??o das seguintes categorias de an?lise: identidade docente, concep??o de professor e desafios para a forma??o docente. Os resultados obtidos indicaram que esse curso de forma??o parece ter proporcionado o reconhecimento do professor da educa??o infantil enquanto pertencente ? categoria profissional professor, com saberes espec?ficos para sua atua??o e que, portanto, necessita ser reconhecido profissional e socialmente pela import?ncia de sua fun??o. A investiga??o ressaltou a necessidade de se repensar a identidade desse professor em termos de reconhecimento da profiss?o docente e do seu papel social, pol?tico e profissional. Destacamos as contribui??es desse curso de forma??o no que se refere ? revis?o de conceitos e representa??es que interferem nessa reconstru??o identit?ria e pudemos perceber que desafios est?o postos para aperfei?oar a forma??o inicial nesse curso, como a quest?o dos est?gios, que precisam articular a teoria e promover reflex?es mais cr?ticas sobre as concep??es fundantes da ?rea; a necessidade de uma an?lise mais aprofundada do curr?culo, a fim de permitir revis?es das concep??es, possibilitando reelabora??es que desconstruam representa??es cristalizadas socialmente. Finalmente, ao colocar essas quest?es em relevo, acreditamos estar contribuindo com a pesquisa em Educa??o e mais especificamente com a forma??o identit?ria dos professores de Educa??o Infantil, pertencentes a um grupo profissional que tem direito de exercer sua profissionalidade docente e a fun??o social que o define historicamente enquanto tal.

Made available in DSpace on 2016-04-04T18:33:11Z (GMT). No. of bitstreams: 1 BARBARA CARVALHO MARQUES TOLEDO LIMA.pdf: 564793 bytes, checksum: 3db46388ff0efed37b9158c5b7b4c218 (MD5) Previous issue date: 2013-02-26 / This research dissertation discusses the concepts of child, school and professor of early childhood education outlined in a pedagogical proposal of an institution that serves children 0-6 years of age in the city of Campinas. Through historical materialist and dialectical epistemology we propose the analysis of such pedagogical institution, in order to identify their design school, child and teacher of early childhood education, using interviews with teachers and pedagogic advisor and analysis of the documents of the institution. This is on the assumption that early childhood education, currently, needs to overcome the arguments that set a space in which education must accompany child development, intervening as little as possible and also those who value the capability and skills training for the student to meet market requirements. Based on the assumptions of cultural-historical theories of human development and critical historic l education, it was possible to understand the contradictions which underlie the education of children today, I propose, therefore, contribute to the defense of the early childhood education must be conceived as school education, to be valued as practices that enforce the teaching and learning through transmission of systematized knowledge. / A presente pesquisa de disserta??o de mestrado objetiva discutir as concep??es de crian?a, escola e professor de educa??o infantil delineadas em uma proposta pedag?gica de uma institui??o que atende crian?as de zero a seis anos incompletos no munic?pio de Campinas. Atrav?s da epistemologia materialista hist?rico-dial?tica realizamos a an?lise da proposta pedag?gica de tal institui??o com vistas a identificar sua concep??o de escola, crian?a e professor de educa??o infantil, utilizando a entrevista com professoras e orientadora pedag?gica e an?lise dos documentos da institui??o. Parte-se do pressuposto de que a educa??o infantil, atualmente, necessita superar os argumentos que a colocam como espa?o na qual a educa??o deve acompanhar o desenvolvimento infantil, intervindo o m?nimo poss?vel e tamb?m aqueles que valorizam a potencialidade e forma??o de compet?ncias no aluno para atender ?s exig?ncias do mercado. Com base nos pressupostos das teorias hist?rico-cultural do desenvolvimento humano e hist?rico-cr?tica da educa??o, foi poss?vel compreender as contradi??es por quais perpassam a educa??o da inf?ncia na atualidade, propomos, com isso, contribuir com a defesa de que a educa??o infantil deve ser concebida como educa??o escolar, para que sejam valorizadas as pr?ticas que efetivem o ensino e a aprendizagem atrav?s da transmiss?o do conhecimento sistematizado.

Made available in DSpace on 2016-04-04T18:33:12Z (GMT). No. of bitstreams: 1 Taciana Saciloto Real Cordao.pdf: 1093665 bytes, checksum: db2903542ec28951c0dc0d7c6c26be4b (MD5) Previous issue date: 2013-10-31 / This research deals with the formative needs of early childhood education teachers, whose problematic is identifying what are the formative needs of early childhood education teachers that work with children from zero to three years old and the difficulties that they encounter in their function. We support that in this stage of early childhood education there must be intentionality in the act of teaching children, sharing a concept that aims to have professors with college degree and with a suitable education to the demands that teaching children from zero to three years old requires. Our main goal was to identify the formative needs of early childhood teachers from two Municipal Centers of Early Childhood Education in Campinas city and it was done through semi structured interviews and a documental analysis of the curriculum and early childhood discipline content of initial education courses from Campinas Metropolitan Region. We also verified the specific knowledge related to the education needed to work with children from zero to three years old. The data analysis was done based on the historicalcultural theory of human development and in the historical-critic pedagogy. Our results revealed the need to articulate theory and practice in the early childhood courses, considering the teacher s work as praxis and supporting the inseparability between theory and practice in all pedagogy courses disciplines. Furthermore, the initial formation of teachers should be close to the schools reality, having the teachers work as a starting point and grounded by education theories. Another issue discussed in this research is the early childhood education teachers belittling. So we pointed out the need for teachers to be recognized as a person who uses intellectual, intentional and conscious work aimed to the development and learning of children in their practice. / Esta pesquisa trata de necessidades formativas de professores de educa??o infantil, cuja problem?tica situa-se em identificar quais as necessidades formativas de professores de educa??o infantil que trabalham com crian?as de zero a tr?s anos de idade e as dificuldades que enfrentam no exerc?cio da fun??o de professores de educa??o infantil. Defendemos que nessa etapa da educa??o b?sica se tenha intencionalidade no ato de ensinar aos pequenos, compartilhando de uma concep??o que visa um atendimento feito por professores formados em curso superior, com forma??o adequada ?s exig?ncias da pr?tica docente com as crian?as de zero a tr?s anos de idade. Nosso objetivo central foi identificar as necessidades formativas de professoras dessa faixa et?ria, de dois Centros Municipais de Educa??o Infantil do munic?pio de Campinas, por meio de entrevistas semiestruturadas e an?lise documental da matriz curricular e ementas de disciplinas de educa??o infantil de cursos de forma??o inicial, da regi?o metropolitana de Campinas. Buscamos tamb?m verificar os conhecimentos relacionados especificamente ? forma??o para o trabalho com as crian?as de zero a tr?s anos de idade. A an?lise dos dados foi realizada com base na teoria hist?rico-cultural de desenvolvimento humano e na pedagogia hist?rico-cr?tica. Nossos resultados revelaram a necessidade de os cursos de forma??o inicial considerarem o trabalho docente como pr?xis, defendendo a indissociabilidade entre a teoria e pr?tica, em todas as disciplinas dos cursos de pedagogia. Al?m disso, a forma??o inicial de professores deve aproximar-se da realidade das escolas, tendo o trabalho docente como ponto de partida, fundamentado pelas teorias da educa??o. Outra quest?o discutida em nossa pesquisa ? a desvaloriza??o do professor de educa??o infantil. Por fim, apontamos a necessidade de que esse professor seja reconhecido como docente que realiza em sua pr?tica um trabalho intelectual, intencional e consciente, visando o desenvolvimento e aprendizado das crian?as.

Made available in DSpace on 2016-04-04T18:33:20Z (GMT). No. of bitstreams: 1 DANIELE LENHARO APPOLINARIO.pdf: 1812550 bytes, checksum: 45341c12bc0f7a9a7081b7ff8ac5ef45 (MD5) Previous issue date: 2015-02-26 / This research is based on the literature on public policies in evaluation,in particular,the Provinha Brasil,early childhood education concepts and curriculum practices of early childhood education nowadays . The objective was to analyze how Provinha Brasl reflectd in the perception of teachers and administrators . The research was based on a qualitative approach and for the production of the empirical data werw used as instruments: the documental analysis of the curriculum proposals of the cities Campinas (SP) and Valinhos (SP) and of the education projects of the researched schools; semi-structured interviews with management team and teachers of early childhood education from both schools, in addition to a bibliographical survey and literature review . The theoretical framework that guided this research had as main authors that stand out in the educational evaluation field from a critical perpesctive: Almerindo Afonso, Jos? Dias Sobrinho, Luiz Carlos de Freitas, Maria Teresa Esteban and Dirce Nei Freitas. In the field of early childhood education the theoretical framework is based on authors such as Ana Lucia Goulart de Faria and Tizuko Kishimoto that consider children as subjects of rights and producer of culture. The research allowed to establish the importance of child education as a space where the child as subject of rights and culture producer can live the childhood. It implies in curricular practices that value the play. From this perspective the impact of Provinha Brasil in the curricular practices of early childhood educations is a factor of literacy expediting. It reveals the schooling of the first stage of basic education. The research stablished tha the city of Valinhos presents unrealized implications of an evaluation policy, in this case, Provinha Brasil, in the pedagogical context of the pre-school based on conception of child as a becoming and an anticipation of schooling with activities focusing on letters and numbers with little time and space for play. Campinas shows a conception of child as a subject of rights and culture producer coherent with a conception of child education that does not aim anticipating school practices in the elementary school as skills training and school knowledges . This study contributes to the reflections on current evaluation public policy and its impact on children s education, the first stage of basic education / A presente pesquisa fundamenta-se na literatura sobre pol?ticas p?blicas em avalia??o, em espec?fico, a Provinha Brasil, concep??es de educa??o infantil e pr?ticas curriculares da educa??o infantil na contemporaneidade. O objetivo foi analisar em que medida a Provinha Brasil repercute nas pr?ticas curriculares da educa??o infantil, em dois munic?pios do interior de S?o Paulo, segundo a percep??o de professores e gestores. A investiga??o baseou-se em uma abordagem qualitativa e para a produ??o do material emp?rico foram utilizados, como procedimentos metodol?gicos: a an?lise documental das propostas curriculares dos munic?pios de Campinas (SP) e Valinhos (SP) e dos projetos pedag?gicos das pr?-escolas pesquisadas; entrevistas semiestruturadas com a equipe gestora e professoras da educa??o infantil, ap?s levantamento bibliogr?fico e revis?o da literatura. O aporte te?rico que balizou esta pesquisa teve como principais autores que se destacam no campo da avalia??o educacional em uma perspectiva cr?tica, Almerindo Afonso, Jos? Dias Sobrinho, Luiz Carlos de Freitas, Maria Teresa Esteban e Dirce Nei Freitas. No campo da educa??o infantil o aporte te?rico est? ancorado em autores como Ana Lucia Goulart de Faria e Tizuko Kishimoto que consideram as crian?as como sujeitos de direitos e produtoras de cultura. A pesquisa permitiu constatar que o munic?pio de Valinhos apresenta repercuss?es t?citas de uma pol?tica de avalia??o, no caso a Provinha Brasil, no contexto pedag?gico da pr?-escola baseado em uma concep??o de crian?a como um vir a ser e em uma antecipa??o da escolariza??o do ensino fundamental com ?nfase em atividades realizadas no papel centradas em letras e n?meros com pouco tempo e espa?o para o brincar. O munic?pio de Campinas apresenta uma concep??o de crian?a como sujeito de direitos e produtora de cultura, coerente com uma concep??o de educa??o infantil que n?o visa a antecipa??o de pr?ticas escolares presentes no ensino fundamental, como o treino de habilidades e conhecimentos escolares. Pretende-se, com esse estudo, contribuir para as reflex?es sobre as atuais pol?ticas p?blicas de avalia??o e suas repercuss?es na educa??o infantil, primeira etapa da educa??o b?sica.

Made available in DSpace on 2016-04-04T18:33:20Z (GMT). No. of bitstreams: 1 LUCIANE VAUGHN.pdf: 1004504 bytes, checksum: d9cd04f8060f750571aab52369bcd627 (MD5) Previous issue date: 2015-02-26 / The main purpose of this research on curricular internship in Early Childhood Education in a Pedagogy Course is to investigate how this discipline can contribute to the formation of critical teachers, whose pedagogical praxis is committed to the emancipatory concept of education and society. Thus, specific purposes have been delineated: (i) to analize aspects students considered relevant in their internship experiences recorded in their reports; (ii) to investigate whether and how the theory-practice relationship is approached by the interns in the Action Plans they elaborate and (iii) to analize these students conceptions of the concept of play (with special emphasis on make-believe play) upon examination of those texts. The attempt to reach this purpose is through the qualitative analysis of the internship reports made by the students of the discipline of Early Childhood Didactics and Internship in Educa??o Infantil B (Early Childhood Education B) throughout the second semester of 2013 in a Pedagogy evening course in a catholic community confessional institution in the countryside of Sao Paulo State. Both the political pedagogical project of the institution and the course plan of the professor responsible for teaching this discipline have been examined in order to contextualize its development. It is expected that the results will bring contributions to improve the process of formation of Early Childhood Education teachers, allowing for the elaboration of new proposals in the field of training for the professional work as the findings will provide for a deeper comprehension of such discipline. Previous bibliographical review made on the Biblioteca Digital Brasileira de Teses e Disserta??es enabled the identification of the lack of research papers on the theme and the analyses of these data show the need for more recent research on the role of the curricular internship in the formation of Early Childhood Education teachers. / Trata-se de uma pesquisa sobre o est?gio curricular em Educa??o Infantil em um Curso de Pedagogia, cujo objetivo geral ? investigar como esta disciplina pode contribuir para a forma??o de um professor cr?tico, cuja pr?xis pedag?gica seja comprometida com uma concep??o emancipat?ria de educa??o e sociedade. A partir deste, os objetivos espec?ficos foram assim delineados: (i) analisar aspectos considerados relevantes, pelos alunos, nas viv?ncias de est?gio registradas nos relat?rios por eles produzidos; (ii) examinar se e como a rela??o teoria e pr?tica ? abordada pelos estagi?rios nos Planos de Atua??o por eles elaborados e (iii) analisar as concep??es destes alunos a respeito do conceito de brincar (com ?nfase nas brincadeiras de faz de conta), a partir dos textos examinados. Procura-se alcan?ar estes objetivos por meio da an?lise qualitativa dos relat?rios de est?gio produzidos pelos alunos da disciplina Did?tica da Educa??o Infantil e Est?gio na Educa??o Infantil B ao longo do segundo semestre de 2013, em um curso de Pedagogia, no per?odo noturno, de uma institui??o comunit?ria e confessional cat?lica, em funcionamento no interior do Estado de S?o Paulo. Foram examinados tamb?m a proposta pol?tico-pedag?gica da institui??o e o plano de curso da professora que ministra a disciplina, a fim de contextualizar seu desenvolvimento. Espera-se que os resultados tragam contribui??es para aprimorar o processo de forma??o dos professores de Educa??o Infantil, permitindo a elabora??o de novas propostas no campo do preparo para o exerc?cio profissional na medida em que estes resultados tornar?o poss?vel uma compreens?o mais aprofundada sobre as contribui??es da disciplina em foco. A revis?o bibliogr?fica realizada na Biblioteca Digital Brasileira de Teses e Disserta??es permitiu identificar a escassez de trabalhos sobre o tema e as an?lises destes dados evidenciam a necessidade de pesquisas mais atuais sobre o papel do est?gio curricular na forma??o do professor da Educa??o Infantil, dentre as quais se enquadra este trabalho.

Made available in DSpace on 2016-04-04T18:33:24Z (GMT). No. of bitstreams: 1 LUCIANA PEREIRA DA SILVA LOPES.pdf: 472820 bytes, checksum: 136ff85cc8f74ab9ddce2eacfc57abd7 (MD5) Previous issue date: 2015-02-20 / This research aims to understand the teacher identity construction process of the Early Childhood Education teachers and the possibilities of reconstruction of that identity, in order to understand the way the political and social changes in the area have affected the social representations of teacher s professional identity. To reach that goal, we established the target of investigating which social representations the Early Childhood Education teachers have built on the teaching profession and what are the possibilities of reconstruction of this identity, and we also seek to understand the role of public policies, the basic training and the practical conditions of that profession in these representations. The work is inserted into the defense of Early Childhood Education and the struggle for the social valorization of its status as well as its professionals that is the justification that runs through all this work. The methodology we chose is based on the qualitative approach, producing empirical materials, data collection through semi-structured interviews and classroom observation. Therefore, we were mainly guided by the theoretical concepts of the Theory of Social Representations by Serge Moscovici, also using as theoretical basis the concepts derived from the historical-cultural psychology and historical-critical pedagogy. We could understand that the teachers we have approached show some evidences of a reconstruction of the teacher identity, from a representation of the profession as priesthood and characterized by enjoying children to a profession characterized by pedagogical knowledge and the teacher's intention in the teachinglearning process, however, we found that the practical environment work, with regard to the requirements directed to the teacher along with the social devaluation of this function, are presented as an impediment to this new representation, so it cannot be assumed in the job routine. / Esta pesquisa busca compreender o processo de constru??o da identidade docente de professoras de Educa??o Infantil bem como as possibilidades de reconstru??o dessa identidade, visando entender como as mudan?as pol?ticas e sociais ocorridas na ?rea t?m afetado as representa??es sociais acerca da identidade do profissional professor. Para isso, tra?amos como meta investigar quais representa??es sociais as professoras t?m constru?do acerca da profiss?o docente e quais as possibilidades de reconstru??o dessa identidade, al?m de buscar compreender o papel das pol?ticas p?blicas, da forma??o inicial e das condi??es pr?ticas de exerc?cio da profiss?o nessas representa??es. O trabalho est? inserido na defesa da Educa??o Infantil e na luta por sua valoriza??o bem como de seus profissionais, justificativa essa que perpassa todo o trabalho. Como metodologia optamos pela abordagem qualitativa, com produ??o de materiais emp?ricos, coleta de dados atrav?s de entrevistas semiestruturadas com seis professoras e observa??o em sala de aula. Para tanto, norteamo-nos principalmente pelas concep??es te?ricas provindas da Teoria das Representa??es Sociais de Serge Moscovici, utilizando tamb?m como alicerce te?rico as concep??es oriundas da psicologia hist?rico-cultural e da pedagogia hist?rico-cr?tica. Pudemos compreender que as professoras analisadas apresentam ind?cios de uma reconstru??o da identidade docente, de uma representa??o da profiss?o como sacerd?cio e caracterizada pelo gostar de crian?as para uma profiss?o caracterizada pelos conhecimentos pedag?gicos e pela intencionalidade do professor, por?m, pudemos constatar que o ambiente pr?tico de trabalho, no que diz respeito ?s exig?ncias direcionadas ao professor juntamente com a desvaloriza??o social dessa fun??o, se apresentam como empecilhos para que essa nova representa??o possa ser assumida no cotidiano da profiss?o.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-08-17T11:13:08Z No. of bitstreams: 1 473603 - Texto Completo.pdf: 3412099 bytes, checksum: 7809bc5bf3004ec3ac72f12bd90388a3 (MD5) / Made available in DSpace on 2015-08-17T11:13:08Z (GMT). No. of bitstreams: 1 473603 - Texto Completo.pdf: 3412099 bytes, checksum: 7809bc5bf3004ec3ac72f12bd90388a3 (MD5) Previous issue date: 2015-03-04 / This thesis has as its general theme gender socialization in childhood and as its specific theme the socialization of boys and girls in early childhood education, assessing the construction and reproduction of gender roles at a school in the State of Rio Grande do Sul, Brazil. The framework adopted, and converted into the general objective of this research, analyzes how teachers understand the concept of gender and handle issues related to gender and sexuality in the socialization of girls and boys (aged 5 to 8) in that school environment. Methodologically, we chose a qualitative approach, an exploratory descriptive study, combining a number of procedures. The centrality of the analysis, however, focuses on the interviews conducted with three teachers, responsible for the formal education of the children who comprise the three initial groups of the new 9-year Elementary School curriculum in Brazil. The theoretical and methodological support necessary for this investigation consists of reviewing the concepts of gender and childhood according to a feminist perspective, aiming at associating the knowledge produced by the Gender Studies with the theoretical basis of the Sociology of Education. The use of gender as an analytic category is essential in this study, since it allows a particular reflection about the differentiated practices and discourses applied to the education of girls and boys, nuances which could not possibly be detected without the adequate appropriation of such concept. The empirical examination was conducted based on the studies proposed by Pierre Bourdieu, who delved into the mechanisms behind reproduction in the educational system, linking that perspective to his Masculine Domination theory. Such interpretive frame problematizes the socialization of girls and boys according to the optics of the relations of power and domination which cross them, promoting the adequacy to senses of gender which are transmitted to them from instances such as family, church and school. Although the school investigated here is in formal consonance with the national directives which determine the application of gender content in the official curriculum, the preliminary results point to a scenario in which the teacher?s preparation does not address the contents of such matrix, actually omitting approaches related to gender and sexuality in the early childhood educational context. / A presente disserta??o trabalha como tema geral a socializa??o de g?nero na inf?ncia e, como tema espec?fico, a socializa??o de meninas e meninos na educa??o infantil avaliando a constru??o e reprodu??o dos pap?is de g?nero em uma escola no interior do Rio Grande do Sul. O recorte adotado, e convertido em objetivo geral da pesquisa, examina como o corpo docente compreende o conceito de g?nero e administra quest?es relacionadas a g?nero e sexualidade na socializa??o de meninas e meninos (faixa et?ria de 5 a 8 anos) no referido ambiente escolar. Metodologicamente, optou-se por uma abordagem qualitativa, estudo de cunho explorat?rio e de natureza descritiva, a combinar uma s?rie de procedimentos. A centralidade das an?lises, contudo, focaliza as entrevistas realizadas com tr?s professoras, respons?veis pela educa??o formal das crian?as que integram as tr?s turmas iniciais do novo curr?culo de nove anos previsto para o Ensino Fundamental. Os aportes te?rico-metodol?gicos necess?rios ? presente investiga??o consistem em revisar os conceitos de g?nero e inf?ncia segundo uma perspectiva feminista, articulando assim o conhecimento produzido no ?mbito dos Estudos de G?nero ?s bases te?ricas da Sociologia da Educa??o. O uso do g?nero como categoria anal?tica ? essencial para o estudo realizado, uma vez que permite uma reflex?o particular sobre as pr?ticas e os discursos diferenciados aplicados ? educa??o de meninas e meninos, nuances que possivelmente n?o seriam detectadas sem a adequada apropria??o desse conceito. O exame emp?rico foi conduzido ? luz dos estudos propostos por Pierre Bourdieu, que aprofundou os mecanismos existentes por tr?s da reprodu??o no sistema de ensino, aliando essa abordagem ? sua teoria sobre a domina??o masculina. Tal quadro interpretativo problematiza a socializa??o de meninos e meninas segundo a ?tica das rela??es de poder e domina??o que as atravessam, promovendo a adequa??o a sentidos de g?nero que lhes s?o transmitidos a partir de inst?ncias como fam?lia, igreja e escola. Em que pese a escola investigada esteja em conson?ncia formal com as diretrizes nacionais que determinam a aplica??o dos conte?dos de g?nero no curr?culo oficial, os resultados preliminares sinalizam para um cen?rio cuja forma??o docente n?o contempla conte?dos dessa matriz, omitindo abordagens relativas a g?nero e sexualidade no contexto educacional infantil.

Made available in DSpace on 2014-12-17T15:39:07Z (GMT). No. of bitstreams: 1 CarmemVMS.pdf: 826769 bytes, checksum: 752f13a7c52f5c19d657c03ef5bacea4 (MD5) Previous issue date: 2007-03-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research aimed to understand the place that the child s play in the childish education of Vitoria da Conquista s public system. We understand the childish education institution like a space that should respect the child as a person in a peculiar condition of development. We adopted the social-historical approach understood from Vygotsky and Leontiev, with the social theory of construction of knowledge and its dialogue with authors like Piaget e Broug?re. The child s play was seen like result of social relations with great influence in the childish development. The research was accomplished in 04 public day care centers, amongst 18 existent ones in the city. While subjects of investigation participated 09 educators that works with children with ages between 03 and 04 years old and the children of their respective class-room. The procedures used were the participative observation and the interview with the educators, as a procedure of composition of research corpus, focusing the child s play activity, particularly in the way that it is expressed in the childish education. From of corpus constitution we used the thematic content analysis. We clustered the appearance of child s play in the childish education in three thematic nucleuses to detailed analysis: 1. mediated by the educator; 2. proposed by the educator; and 3. started by the children. The results show that, despite of the limitations that configure the day care centers routine, the child s play appears in the childish education. We hope, through the comprehension of the place occupied by the child s play in the childish education, contributes to the execution of the public politics, above all in the educational scope, to children with ages between zero and six years old, fomenting the discussion of the educator practice, its limitations and possibilities / Esta pesquisa tem como objetivo compreender o lugar da brincadeira na educa??o infantil da rede p?blica de Vit?ria da Conquista Bahia. Entendemos a institui??o de educa??o infantil como espa?o que deve respeitar a crian?a como pessoa em condi??o peculiar de desenvolvimento. Adotamos a abordagem s?cio-hist?rica compreendida a partir de Vygotsky e Leontiev, com a teoria social da constru??o do conhecimento e seu di?logo com autores como Piaget e Broug?re. A brincadeira ? vista como fruto das rela??es sociais com grande influ?ncia no desenvolvimento infantil. A pesquisa ? realizada em 04 creches p?blicas, dentre 18 existentes no munic?pio. Enquanto sujeitos da investiga??o participam 09 educadoras que trabalham com crian?as de 03 e 04 anos e as crian?as de suas respectivas salas. Os procedimentos empregados para a constitui??o do corpus da pesquisa s?o a observa??o participante e a entrevista semi-estruturada com as educadoras, enfocando a atividade da brincadeira, especificamente na forma como se manifesta na educa??o infantil. A partir da constitui??o do corpus empregamos a an?lise tem?tica de conte?do. Agrupamos o comparecimento da brincadeira na educa??o infantil em tr?s n?cleos tem?ticos para an?lise detalhada: 1. Brincadeira possibilitada pela educadora; 2. Brincadeira proposta pela educadora; 3. Brincadeira iniciada pelas crian?as. Os resultados mostram que, apesar das limita??es que configuram a rotina nas creches, a brincadeira comparece na educa??o infantil. Esperamos, atrav?s da compreens?o do lugar ocupado pela brincadeira na educa??o infantil, contribuir para a efetiva??o das pol?ticas p?blicas, sobretudo no ?mbito educacional, para a crian?a de zero a seis anos, fomentando a discuss?o sobre a pr?tica do educador, suas limita??es e possibilidades

The knowledge of educators on food and nutrition are the basis for the formation of healthy eating habits in schools, and are essential for the process of food and nutritional education of children. Therefore, know how they're built all of this knowledge for this group it is extremely important for educational planning and health. Thus, this study aimed to analyze knowledge about food and nutrition of all educators of early childhood education of ?gua Boa, Minas Gerais. A survey was conducted with a qualitative approach, grounded in the theory of Social Representations, with all preschool teachers of ?gua Boa. It was found that all are female and 86% have completed higher education. Most educators has participated in educational activities involving the issue of food and nutrition and report the project stocks on the subject in the school in which they work. It was found that none of the educators part of the school faculty of its institutions, although 80% of these educators anyone knows the political pedagogical project. For educators, food and nutrition education is important to promoting healthy eating habits of children. However, the knowledge of educators and nutritional education are based on the biological feed perspective, covering its relationship with the body and health. Cultural, social and psychological dimensions of food and nutrition education are not recognized by educators. The issues involving food and nutritional education are taught in isolation by educators. It follows that educators have their knowledge food and nutrition education built on biological feed perspective, making it necessary to carrying out work with this group on the other dimensions of food and nutritional education, through the enhancement of food culture, the local food system. These educators need encouragement to participate in the school faculty, as well as working the theme of food and nutritional education transversely. / Os saberes de educadores sobre alimenta??o e nutri??o s?o a base para a forma??o de h?bitos alimentares saud?veis no ?mbito escolar, sendo estes, elementos chave para o processo de educa??o alimentar e nutricional de crian?as. Assim sendo, conhecer como est?o constru?dos conjunto destes saberes para este grupo, ? de extrema relev?ncia para o planejamento educacional e de sa?de. Diante do exposto, este trabalho objetivou analisar o conhecimento sobre alimenta??o e nutri??o de todos os educadores da educa??o infantil do munic?pio de ?gua Boa, Minas Gerais. Foi realizada uma pesquisa com abordagem qualitativa, embasada na Teoria das representa??es sociais, com todos os professores de educa??o infantil do munic?pio de ?gua Boa. Verificou-se que todos s?o do sexo feminino e que 86% apresentam ensino superior completo. A maioria dos educadores j? participou de atividades pedag?gicas envolvendo o tema de alimenta??o e nutri??o e relatam a exist?ncia de projetos sobre a tem?tica na escola em que trabalham. Constatou-se que nenhum dos educadores integra o colegiado escolar de suas institui??es, embora 80% destes educadores aleguem conhecer o projeto pol?tico pedag?gico. Para os educadores, a educa??o alimentar e nutricional (EAN) ? importante para a promo??o de h?bitos alimentares saud?veis das crian?as. Contudo, os saberes dos educadores sobre educa??o alimentar e nutricional est?o constru?dos sobre a dimens?o biol?gica da alimenta??o, englobando sua rela??o com o corpo e a sa?de. As dimens?es culturais, sociais e psicol?gicas da EAN n?o s?o reconhecidas pelos educadores. As tem?ticas envolvendo a EAN s?o trabalhadas de forma isolada pelos educadores. Conclui-se que os educadores apresentam seus saberes de EAN constru?dos com base na dimens?o biol?gica da alimenta??o, fazendo-se necess?rio a realiza??o de trabalhos com este grupo sobre as demais dimens?es da EAN, atrav?s da valoriza??o da cultura alimentar, do sistema de produ??o de alimentos local. ? preciso que tenha incentivo para participa??o destes educadores no colegiado escolar, bem como trabalhar a tem?tica da EAN de forma transversal.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T12:22:48Z No. of bitstreams: 1 Larissa Elizabeth de Barros Brito.pdf: 3056575 bytes, checksum: ed3a1c7cdba7841c932a1c4d32d1134a (MD5) / Made available in DSpace on 2016-05-10T12:22:48Z (GMT). No. of bitstreams: 1 Larissa Elizabeth de Barros Brito.pdf: 3056575 bytes, checksum: ed3a1c7cdba7841c932a1c4d32d1134a (MD5) Previous issue date: 2016-02-24 / This is a survey about working with children's literature whose general objective is to investigate what children 5-6 years have to say from the readings of stories carried by the librarian and the teacher in Early Childhood Education class. From this, the following specific objectives were outlined: (i) investigate the influences and adult mediation contribution in the psychological development of children, working with children's literature in kindergarten; (Ii) analyze what children have to say from reading stories, identifying trends. As methodological procedures were used: semi-structured interviews with the teacher and the librarian; observation of the readings made by the librarian and teacher; collective and semi-structured interviews (with groups of two to five participants) with the children after the readings. Both the interviews and the observations were video-filmed in order to have the possibility of returning the scenes identifying gestures accompanying speech or even less clear conversations at the time of going to the field, and that the recordings preserved. In total we obtained for analysis: three moments of conversation / interview with the librarian and an interview with the teacher; nine video footage of readings taken; 18 interviews with groups of children; and 49 drawings produced by children during interviews. The empirical material was analyzed qualitatively, with basis in historical-cultural theory, focusing on the concepts of imagination and memory as psychic functions superiors in development in children and socially constituted. They were used as axes of analysis of the interviews with the children, and the observations of the readings: the narratives produced by children who retold the story; discussions in which participants put their views; experience reports; and invented narratives. At the end of the analysis we realized that the retelling of the story was not individually with each child, but rather was built by a collective memory of each group of children interviewed. We also note that post-reading moments in which the book is still holding material and imagination is instigated and allowed, are important to (re) signification and appropriation that children make the text. Moreover, one can realize that creative ideas, in which the children sought to incorporate new elements to the story, have become increasingly frequent over the interviews. We also point out that adults of mediations - the teacher, the librarian, the researcher - in each of the situations experienced by children participants, solicit, encourage and legitimize different statements and behavior of children, contributing in different ways to the children's psychological development. It was found that adult mediation, the way it handles text and leads reading can contribute more positively or less in the formation of memory and imagination of children, encouraging them to create or primarily reproduce. / Trata-se de uma pesquisa sobre o trabalho com a literatura infantil cujo objetivo geral ? investigar o que as crian?as de 5 a 6 anos t?m a dizer a partir das leituras de hist?rias realizadas pela bibliotec?ria e pela professora, numa turma de Educa??o Infantil. A partir deste, foram delineados os seguintes objetivos espec?ficos: (i) investigar as influ?ncias e contribui??o da media??o do adulto no desenvolvimento ps?quico das crian?as, no trabalho com a literatura infantil na Educa??o Infantil; (ii) analisar o que as crian?as t?m a dizer a partir das leituras de hist?rias, identificando tend?ncias. Como procedimentos metodol?gicos foram utilizados: entrevista semiestruturada com a professora e com a bibliotec?ria; observa??o das leituras realizadas pela bibliotec?ria e professora; e entrevistas semiestruturadas coletivas (com grupos de dois a cinco participantes) com as crian?as ap?s as leituras. Tanto as entrevistas quanto as observa??es foram v?deo-filmadas a fim de termos a possibilidade de retornar as cenas identificando gestos que acompanham falas ou mesmo conversas menos n?tidas no momento da ida a campo, e que as grava??es conservam. No total obtivemos para an?lise: tr?s momentos de conversa/entrevista com a bibliotec?ria e uma entrevista com a professora; nove v?deo-filmagens das leituras realizadas; 18 entrevistas com os grupos de crian?as; e 49 desenhos produzidos pelas crian?as durante as entrevistas. O material emp?rico foi analisado qualitativamente, com embasamento na teoria Hist?rico-cultural, com foco nos conceitos da imagina??o e da mem?ria como fun??es ps?quicas superiores em desenvolvimento nas crian?as e constitu?das socialmente. Foram utilizados como eixos de an?lise das entrevistas com as crian?as, bem como das observa??es das leituras: as narrativas produzidas pelas crian?as que recontavam a hist?ria; discuss?es nas quais os participantes colocavam seus pontos de vista; relatos de experi?ncia; e narrativas inventadas. Ao final das an?lises pudemos perceber que o recontar da hist?ria n?o se fazia individualmente com cada crian?a, mas sim era constru?do por uma mem?ria coletiva de cada grupo de crian?as entrevistadas. Pudemos notar tamb?m que momentos p?s-leitura, nos quais o livro ainda ? material de explora??o e a imagina??o ? instigada e permitida, s?o importantes para a (re)significa??o e apropria??o que as crian?as fazem do texto. Al?m disso, pode-se perceber que ideias criativas, nas quais as crian?as buscavam incorporar novos elementos ? hist?ria, tornaram-se cada vez mais frequentes com o decorrer das entrevistas. Destacamos ainda que as media??es dos adultos - a professora, a bibliotec?ria, a pesquisadora - em cada uma das situa??es vivenciadas pelas crian?as participantes da pesquisa, solicitam, estimulam e legitimam diferentes enunciados e comportamentos das crian?as, contribuindo de maneiras distintas para o desenvolvimento psicol?gico infantil. Foi poss?vel constatar que a media??o do adulto, o modo como ele lida com o texto e conduz a leitura pode contribuir mais positivamente ou menos na constitui??o da mem?ria e da imagina??o das crian?as, incentivando-as a criarem ou a, prioritariamente, reproduzirem.