Made available in DSpace on 2016-04-04T18:33:06Z (GMT). No. of bitstreams: 1 Aline Aparecida Akamine.pdf: 849269 bytes, checksum: d8e3294c9e81f7f3ec75423eecd10e4e (MD5) Previous issue date: 2012-02-14 / This research adresses the process of building the professionalism of early childhood education s teachers, and the problem of this research lies in knowing how is this construction in the training courses offered in Education courses in order to understand whether the profile of the early childhood education s professional that is being formed allows the search for social and professional recognition or not. About professionalism, it refers to a statement of what is specific in teaching and, according to Gimeno Sacrist?n (1991), also to a series of behaviors, knowledge, attitudes, skills, beliefs, aspects that characterize and delineate the specifications of teaching in a process of professional identity s construction, about what it implies to be a teacher. So, our main point is to investigate the role of initial training in constructing the professionalism of early childhood education s teachers. The methodology used in this research is based on a qualitative approach that applies some data collection techniques such as questionnaires and semi-structured interviews whose respondents are completing the Education course in a public university located in the state of S?o Paulo, Brazil. The data analysis is done according to the following categories: Initial formation to work in early childhood education, Conceptions of early childhood education, and Teaching profession in early childhood education. The main references of this study are Gimeno Sacrist?n (1991), Pimenta (2002), Azevedo (2007), Saviani (2008), Facci (2004) and other theorists. The results point to the need to reflect about what is the profile of early childhood education s teachers that we want to form in the context of initial training, since it is through it that professionalism is (re)build in order to strengthen and enhance the teacher. At last, it s hoped that this study contributes to initial formation of early childhood education s teachers, pointing out possibilities for reformulations and improvements in order to encourage further studies in the area. / Esta pesquisa aborda o processo de constru??o da profissionalidade de professores de educa??o infantil, cujo problema de investiga??o situa-se em conhecer como se d? esta constru??o na forma??o oferecida nos cursos de Pedagogia, visando compreender se o perfil do profissional de educa??o infantil que est? sendo formado possibilita ou n?o a busca por um reconhecimento social e profissional. Com rela??o ao termo profissionalidade, entende-se que este diz respeito a uma afirma??o do que ? espec?fico no trabalho docente e, segundo Gimeno Sacrist?n (1991), refere-se a uma s?rie de comportamentos, saberes, atitudes, habilidades, valores, enfim, aspectos que caracterizam e demarcam a especificidade docente, sobre o que implica ser professor, num processo de constru??o da identidade profissional. Nosso objetivo principal ? investigar o papel da forma??o inicial na constru??o da profissionalidade de professores de educa??o infantil. A metodologia utilizada pauta-se na abordagem qualitativa de pesquisa, empregando t?cnicas de coleta de dados como a aplica??o de question?rio e realiza??o de entrevistas semi-estruturadas, tendo como sujeitos de pesquisa os alunos concluintes de um curso de licenciatura em Pedagogia de uma universidade p?blica localizada no Estado de S?o Paulo. A an?lise dos dados foi realizada a partir da identifica??o das seguintes categorias: Forma??o inicial para atuar na educa??o infantil, Concep??es de educa??o infantil, e Profissionalidade docente na educa??o infantil. Buscamos refer?ncia nos estudos te?ricos de Gimeno Sacrist?n (1991), Pimenta (2002), Azevedo (2007), Saviani (2008), Facci (2004), entre outros. Os resultados deste estudo apontam para a necessidade de se refletir a respeito do perfil profissional de professor de educa??o infantil que se pretende formar no ?mbito da forma??o inicial, uma vez que ? por meio dela que se (re)constr?i a profissionalidade com vistas ao fortalecimento e valoriza??o docentes. Espera-se, com esse estudo, contribuir com a forma??o inicial de professores de educa??o infantil, apontando possibilidades de reformula??o e melhorias, de modo a incitar estudos posteriores na ?rea.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-03T14:01:15Z No. of bitstreams: 1 469992 - Texto Completo.pdf: 3152197 bytes, checksum: 85609ea495e7bba9886fd74c76cd27f7 (MD5) / Made available in DSpace on 2015-06-03T14:01:15Z (GMT). No. of bitstreams: 1 469992 - Texto Completo.pdf: 3152197 bytes, checksum: 85609ea495e7bba9886fd74c76cd27f7 (MD5) Previous issue date: 2015-03-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In this work we aim to understand how the mother's labour affects the academic performance of the child. And, simultaneously, the investigation checks (I) if this effect is temporary and (II) if it is increasing in family income. To do that, we use data provided by the Pesquisa Mensal do Emprego (PME) of IBGE, from 2002 to 2013, and build six different models estimated by Propensity Score Matching (PSM). The results allowed us to conclude that (1) the mother's entry into the labor market affects the school performance of the child; (2) this effect can be offset by an increase in income family; and (3) the results suggest that this impact is long lasting. / Neste trabalho objetivamos entender como a condi??o de trabalho da m?e afeta o desempenho escolar do filho. E, concomitantemente, verificar se este efeito ? passageiro, e seu comportamento frente aumentos na renda familiar. Para isso, utilizamos dados fornecidos pela Pesquisa Mensal do Emprego (PME), do IBGE, no per?odo de 2002 ? 2013. E, para obter as repostas pretendidas, criamos seis modelos distintos e os estimamos por Propensity Score Matching (PSM). Isso nos permitiu concluir que (1) o ingresso da m?e no mercado de trabalho prejudica a probabilidade aprova??o do filho; (2) este efeito pode ser atenuado por um aumento na renda da fam?lia; e (3) os resultados sugerem que este impacto ? duradouro. No mais, este estudo contribu? com a literatura por debater um tema pouco abordado; e por estud?-lo regionalmente.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T17:34:48Z No. of bitstreams: 1 KellyCristinaVazdeCarvalhoMarquesDissertacao2018.pdf: 1442055 bytes, checksum: f8277689ad0239522288f6b5a83ed5e0 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T17:35:16Z (GMT) No. of bitstreams: 1 KellyCristinaVazdeCarvalhoMarquesDissertacao2018.pdf: 1442055 bytes, checksum: f8277689ad0239522288f6b5a83ed5e0 (MD5) / Made available in DSpace on 2018-04-13T17:35:16Z (GMT). No. of bitstreams: 1 KellyCristinaVazdeCarvalhoMarquesDissertacao2018.pdf: 1442055 bytes, checksum: f8277689ad0239522288f6b5a83ed5e0 (MD5) Previous issue date: 2018-02-21 / Childhood is an age-old mix, where everyone can imagine what they want to be and where they want to go, transforming simple objects into fanciful inventions. It is in this context that Children's Literature is an allied to the exercise of imagination and fantasy, but precisely in Early Childhood Education, where, through the stories, it is possible to provide in a symbolic and playful way formative aspects that contribute to the physical, social development and psychological; being essential in this stage of formation the presence of the educator as intermediary of the educational process. In this way, the school in the Child Education scenario can reinforce this process, allying itself with the use of Children's Literature as an instrument for the children's education. However, it is salutary to discuss such an alliance, especially with reference to the teaching practices of Early Childhood Education directed to Literature, since they have revealed that teachers have difficulties working in this context, especially when the central axis turns to an issue of critical and citizen formation. For the development of this research it was outlined as a general objective to analyze how the teaching practice of the teachers of the municipal schools of Early Childhood Education in the city of Ilha Grande do Piau?? - PI use or not the Children's Literature as an instrument for the effective children. Specifically: Identify in the pedagogical proposals of the municipal schools of Early Childhood Education of the city of Ilha Grande do Piau?? - PI the theoretical and methodological orientations regarding the work with Children's Literature allied to the children's citizenship education; To demonstrate the characteristics of the teaching practice of teachers related to Children's Literature who work in the municipal schools of Early Childhood Education in the city of Ilha Grande do Piau?? ??? PI. In terms of theoretical contributions, the research highlighted: Angotti (2003), Frantz (2001), Machado (2004), Sawaya (2000), Sisto (2010), Taylor; Bogdan (1984), Costa (1991), N??voa (1992), Triv??os (1987), Alves (2004), Melo (2014), among others. The methodological procedures were based on the qualitative approach, within the written narratives, through the documental analysis of the Pedagogical Proposals, the observations of the classes of the teachers of three municipal public schools of Early Childhood Education, of the class diaries and field diary. Interpretive analysis was used to examine the data. defended by Zabalza (2004). The results point out that all the teachers emphasized the importance of Children's Literature, associated to the reading formation and the citizen formation, nevertheless, they reported their difficulties regarding their use, claiming lack of resources and materials for such effectiveness, citing even the lack of partnership to continue. It was also possible to verify that despite the significant professional experience as teachers of Early Childhood Education, the collaborators cite the existence of weaknesses in their continuing education, in what concerns the skills to develop activities that contemplate Children's Literature as a tool for citizen training. / A inf??ncia ?? um misto de era uma vez, onde cada um pode imaginar o que quer ser e aonde quer ir, transformando simples objetos em inven????es mirabolantes. ?? neste contexto que a Literatura Infantil mostra-se uma aliada ao exerc??cio da imagina????o e da fantasia, mas precisamente na Educa????o Infantil, onde, atrav??s dos contos, ?? poss??vel proporcionar de maneira simb??lica e l??dica aspectos formativos que contribuem para o desenvolvimento f??sico, social e psicol??gico; sendo essencial nessa etapa de forma????o a presen??a do educador como intermedi??rio do processo educativo. Desta forma, a escola no cen??rio da Educa????o Infantil pode refor??ar esse processo, aliando-se ao uso da Literatura Infantil como instrumento de forma????o cidad?? das crian??as. Por??m, ?? salutar discutir tal alian??a, principalmente no que se referem ??s pr??ticas docentes da Educa????o Infantil direcionadas ?? Literatura, uma vez que as mesmas t??m revelado que os docentes apresentam dificuldades em trabalhar neste contexto, principalmente quando o eixo central se volta a uma quest??o de forma????o cr??tica e cidad??. Para o desenvolvimento desta pesquisa foi tra??ado como objetivo geral, analisar de que forma a pr??tica docente dos professores das escolas municipais de Educa????o Infantil da cidade de Ilha Grande do Piau?? - PI utilizam ou n??o a Literatura Infantil como instrumento para o desenvolvimento da forma????o cidad?? das crian??as. De forma espec??fica: Identificar nas propostas pedag??gicas das escolas municipais de Educa????o Infantil da cidade de Ilha Grande do Piau?? - PI as orienta????es te??rico-metodol??gicas no que concerne ao trabalho com a Literatura Infantil aliada a forma????o cidad?? das crian??as; Evidenciar quais as caracter??sticas da pr??tica docente dos professores relacionadas ?? Literatura Infantil que atuam nas escolas municipais de Educa????o Infantil da cidade de Ilha Grande do Piau?? ??? PI. Em termos de aportes te??ricos, a pesquisa destacou: Angotti (2003), Frantz (2001), Machado (2004), Sawaya (2000), Sisto (2010), Taylor; Bogdan (1984), Costa (1991), N??voa (1992), Triv??os (1987), Alves (2004), Melo (2014), dentre outros. Os procedimentos metodol??gicos tiveram como base a abordagem qualitativa, dentro das narrativas escritas, atrav??s da an??lise documental das Propostas Pedag??gicas, das observa????es das aulas das professoras de tr??s escolas p??blicas municipais de Educa????o Infantil, dos di??rios de aula e di??rio de campo. Para examinar os dados utilizou-se a an??lise interpretativa, defendida por Zabalza (2004). Os resultados apontam que todas as professoras enfatizaram a import??ncia da Literatura Infantil, associada ?? forma????o leitora e a forma????o cidad??, no entanto, relataram suas dificuldades quanto ao seu uso, alegando falta de recursos e materiais para tal efetiva????o, citando inclusive a falta de parceria da fam??lia para darem continuidade. Foi poss??vel verificar ainda que, apesar da significativa experi??ncia profissional enquanto docentes da Educa????o Infantil, as colaboradoras citam a exist??ncia de fragilidades na sua forma????o continuada, no que concerne ??s habilidades para o desenvolvimento de atividades que contemplem a Literatura Infantil como instrumento de forma????o cidad??.

Submitted by PPG Ci?ncias Sociais (csociais-pg@pucrs.br) on 2018-09-11T16:46:21Z No. of bitstreams: 1 Edson_Bertin_Dorneles_tes.pdf: 4121411 bytes, checksum: bbe13b1d0794ac6561dd1e4d3038233f (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-09-13T13:18:21Z (GMT) No. of bitstreams: 1 Edson_Bertin_Dorneles_tes.pdf: 4121411 bytes, checksum: bbe13b1d0794ac6561dd1e4d3038233f (MD5) / Made available in DSpace on 2018-09-13T13:26:51Z (GMT). No. of bitstreams: 1 Edson_Bertin_Dorneles_tes.pdf: 4121411 bytes, checksum: bbe13b1d0794ac6561dd1e4d3038233f (MD5) Previous issue date: 2018-05-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The aim of this research is to analyze cultural discourses and practices around processes of infant moralization, based on the notion "child without boundaries".This notion is thought here as a device for adult moral regulation, present in intergenerational relationships, especially in a context of a community child education institution, in the city of Porto Alegre. Educators - working women - resort to judgments, accusations and complaints when they think about the behavior of children and when they identify that there are children "without boundaries" in the daily institutional. For this relational problem, the educators affirm that the children "need routine", mainly, those "without boundaries", since they challenge the processes of normatization, of institutional disciplinary. According to field observations, educational practices were verified based on a logic of constant control over the actions of the littles ones, based on the school routine. The perspective of the educators are also directed to the outside of school, that is, to the relatives or responsible ones, who seem to "fail" in the processes of education of the children and, consequently, demanding of the educators a moral "education" that they do not want to fulfill, since for them the role of kindergarten and preschool is to teach, leaving the task of educating to the competence of the family. In this educational context, dialogue with the children is also opened and it is observed that children, with their particular histories and perspectives, are few considered as participating subjects and able to contribute to the daily work in the institution. They feel and perceive the daily adult rhythm, they seek to resist in some way, but there are power relationships, and a predicted reproduction in the activity schedule. There are conceptions of education, childhood, adulthood and the very work of early childhood education. Based on data and analysis, this research seeks to reflect on the need to improve more democratic educational practices in relationships between adults and children and allowing spaces for children's agency and not only a continuity of a model of intergerational education based on the norm and on the nostalgia of an authority lost in the past that needs to be rescued. / O objetivo desta pesquisa ? analisar discursos e pr?ticas culturais em torno de processos de moraliza??o infantil, a partir da no??o ?crian?a sem limites?. Essa no??o ? pensada aqui enquanto um dispositivo de regula??o moral adulta presente nas rela??es intergeracionais, em especial, em um contexto de uma institui??o de educa??o infantil comunit?ria na cidade de Porto Alegre. As educadoras ? mulheres trabalhadoras ? lan?am m?o de julgamentos, acusa??es e queixas ao pensarem sobre as condutas das crian?as e ao identificarem que existem crian?as ?sem limites? no cotidiano institucional. Para tal problem?tica relacional, as educadoras afirmam que as crian?as ?precisam de rotina?, principalmente aquelas ?sem limites?, j? que estas desafiam os processos de normatiza??o, de disciplinamento institucional. De acordo com observa??es de campo, verificaram-se pr?ticas educativas a partir de uma l?gica do constante controle frente ?s a??es dos pequenos com base na rotina escolar. O olhar das educadoras tamb?m est? voltado para fora da escola, ou seja, para os familiares ou respons?veis, os quais parecem ?falhar? quanto aos processos de educa??o dos filhos, exigindo das educadoras, consequentemente, uma ?educa??o? moral que elas n?o desejam cumprir, pois para elas o papel da creche e pr?-escola ? ensinar, deixando a tarefa do educar como compet?ncia da fam?lia. Nesse contexto educacional, abre-se tamb?m o di?logo com os pequenos e observa-se que as crian?as, com suas hist?rias e perspectivas particulares, s?o pouco consideradas como sujeitos participantes e capazes de contribuir com o fazer cotidiano na institui??o. Elas sentem e percebem o ritmo adulto di?rio, buscam resistir de alguma forma, mas existem rela??es de poder e uma reprodu??o prevista no cronograma de atividades. Existem concep??es de educa??o, de inf?ncia, de adultez e do pr?prio trabalho de educa??o infantil. A partir dos dados e de an?lise, este trabalho de investiga??o busca apontar reflex?es em torno da necessidade de se aprimorar pr?ticas educacionais mais democr?ticas nas rela??es entre adultos e crian?as que permitam espa?os para ag?ncia infantil e n?o somente uma continuidade de um modelo de educa??o interet?ria voltado para a norma e para a nostalgia de uma autoridade perdida em um passado, que precisa ser resgatada.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-01T20:37:38Z No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-01T20:37:59Z (GMT) No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) / Made available in DSpace on 2017-06-01T20:37:59Z (GMT). No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) Previous issue date: 2015-12-04 / It was proposed in the present study to investigate the relationship between perceptions of teacher self-efficacy and social emotional support of graduating students of pedagogy and beginner teachers in early childhood education or in the early years of elementary school. The teaching self-efficacy refers to the teacher's confidence in their own abilities to perform teaching activities associated with perceived social support that can help the adaptation of the individual during the transition to teaching. It is understood that this transition is not finished with the completion of graduation, it extends until the first years of teaching practice. The total sample consisted of 281 participants. The scale was composed of three parts: [1] Teacher Beliefs Scale - short version, [2] Inventory of Emotional Support in the Transition to Teaching (IAETD) and [3] Participants Characterization Questionnaire. The results obtained by means of confirmatory factor analysis indicated evidence of instrument validity and good internal consistency in the factors. The better adjusted models presented the teacher's self-efficacy in three factors: efficacy in instructional strategies (EIS) effectiveness in managing classroom (EMC) and efficacy in student engagement (ESA); the social and emotional support to two factors: emotional support and professional support. It was found that training in public or private institutions does not imply distinctions in perceptions of the teacher self-efficacy and the social emotional support for both groups. However, when related to sex, women had greater efficacy in student engagement than men in both groups. Among teachers, those without postgraduate degrees demonstrated higher self-efficacy to motivate students than teachers with postgraduate degrees. Teachers with plans to stay in teaching careers felt themselves more professionally supported than those with plans to switch careers. It was also found that the older the teachers, the lower the self-efficacy for managing the classroom and lower the perception of professional support. In the group of students, the ones who were working were perceived to be more effective in managing the classroom than students that were not working. Finally, the weak relationships between the variables of teacher self-efficacy and social emotional support in both groups reinforced the prospects of the multidimensionality of these phenomena, indicating that other factors are combined in this relationship in the transition to teaching. Along these lines, new studies can address the dynamics and direction of these relationships in the development of teachers. / Prop??s-se, neste estudo, verificar a rela????o entre as percep????es de autoefic??cia docente e apoio social emocional de estudantes concluintes do Curso de Pedagogia e professores iniciantes na Educa????o Infantil ou nos anos iniciais do Ensino Fundamental. A autoefic??cia docente refere-se ?? confian??a do professor em suas pr??prias capacidades para desempenhar atividades docentes que associada ?? percep????o de apoio social pode favorecer a adapta????o do indiv??duo durante a transi????o para a doc??ncia. Entende-se que essa transi????o n??o ?? finalizada com a conclus??o da Gradua????o, porque ela se estende at?? os primeiros anos de atua????o docente. A amostra total foi de 281 participantes. O instrumento foi composto por tr??s partes: [1] Escala de Cren??as Docentes ??? vers??o curta, [2] Invent??rio de Apoio Emocional na Transi????o para a Doc??ncia (IAETD) e [3] Question??rio de Caracteriza????o dos Participantes. Os resultados obtidos por meio das an??lises fatoriais confirmat??rias indicaram evid??ncias de validade do instrumento e boa consist??ncia interna dos fatores. Os modelos mais ajustados apresentaram a autoefic??cia docente com tr??s fatores: efic??cia nas estrat??gias instrucionais (EEI), efic??cia no manejo em sala de aula (EMSA) e efic??cia no engajamento do aluno (EEA); e o apoio social emocional com dois fatores: apoio afetivo e apoio profissional. Verificou-se que a forma????o em institui????es p??blicas ou privadas n??o implica em distin????es nas percep????es de autoefic??cia docente e apoio social emocional para ambos os grupos. No entanto, quando relacionadas ao sexo, as mulheres apresentaram maior efic??cia no engajamento dos alunos que os homens de ambos os grupos. Entre os professores, aqueles sem P??s-Gradua????o demonstraram maior autoefic??cia para motivar os alunos que os professores com P??s-Gradua????o. Os professores com planos de permanecer na doc??ncia perceberam-se mais apoiados profissionalmente que aqueles com planos de mudar de profiss??o. Verificou-se tamb??m que quanto maior a idade dos professores menor a autoefic??cia para o manejo de sala de aula e menor a percep????o de apoio profissional. No grupo de estudantes, os que estavam trabalhando perceberam-se mais eficazes no manejo da sala de aula que os estudantes n??o trabalhadores. Por fim, as fracas rela????es entre as vari??veis de autoefic??cia docente e apoio social emocional em ambos os grupos refor??aram as perspectivas da multidimensionalidade desses fen??menos, sinalizando que outros fatores coadunam nessa rela????o durante a transi????o para a doc??ncia. Nessa linha, novos estudos podem abordar a din??mica e o sentido dessas rela????es no desenvolvimento do docente.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-09-30T21:45:27Z No. of bitstreams: 1 Disserta??o_Izenildes.pdf: 1777189 bytes, checksum: 0469e81124302d46cbc37e8f42673af7 (MD5) / Made available in DSpace on 2015-09-30T21:45:27Z (GMT). No. of bitstreams: 1 Disserta??o_Izenildes.pdf: 1777189 bytes, checksum: 0469e81124302d46cbc37e8f42673af7 (MD5) Previous issue date: 2015-07-28 / This research starts by assuming that children, as natural and cultural beings, need to interact and live with the natural world. This is one of the children?s unquestionable rights and it is a condition for their fully development. Children?s separation from nature is one of the features of contemporary childhood. It is a result of a long historical process that started with modernity which instrumentalized nature for merchandizing ends and withdrew human beings from its conviviality. The consequences of this vision for infant schooling are the increase of an education distant from life, performed in self-contained spaces that imprison the body which gives no regard to the specifics of children cultures, thus, it blocks up children?s potentialities for development. This research had the goal to systematize meanings and senses expressed by children when in presence and in action in green areas in order to discuss the way these senses contribute to his/her construction as multi-dimensional beings. Our research (of qualitative approach) took place at the Apito Children School, located in the municipality of Cama?ari, State of Bahia, Brazil, where we promoted participant observation in a five year old children class and facilitated a focal group with four educators and five trainees. Among its approaches, it included: first childhood environmental education; organization of learning environment; children as culture producers; sensibility development as a necessary condition for the growth of new ways of life. Data revealed that green areas are the ones most preferable by the children, in which they play, interact, imagine and create - places where their bodies move freely in accordance with their own desires and interests. Furthermore, through planting and care for animals spontaneous experiences, children learn about the natural world and practice a loving attention for other forms of life. Thus, conviviality with other beings and elements of nature is one of the most primal means in our humanization process. Composed by rational, bodily, spiritual and emotional dimensions, our humanity enhances and enlarges itself in interaction with the natural world, which we are part, resulting in ways of being regulated mostly by sensibility. / Este estudo parte do pressuposto de que as crian?as, enquanto seres constitu?dos de natureza e de cultura, necessitam de conv?vio com o mundo natural, sendo este um dos seus direitos inalien?veis e uma das condi??es para que elas se desenvolvam plenamente. O afastamento das crian?as da natureza ? uma das caracter?sticas da inf?ncia contempor?nea e ? resultado de um longo processo hist?rico, que, a partir da era moderna, instrumentalizou a natureza para fins mercadol?gicos e retirou o ser humano do seu conv?vio. Uma das consequ?ncias desta vis?o nas escolas da inf?ncia ? uma educa??o distante da vida, realizada em espa?os fechados que aprisionam o corpo, desconsideram as especificidades das culturas infantis, e, consequentemente, bloqueiam o desenvolvimento das potencialidades das crian?as. Esta pesquisa buscou sistematizar significados e sentidos expressos pelas crian?as quando convivem e atuam nas ?reas verdes e discutir de que modo estes sentidos contribuem para sua forma??o enquanto seres compostos de m?ltiplas dimens?es. A investiga??o, de natureza qualitativa, se deu na Escola Infantil Apito, no munic?pio de Cama?ari, Bahia, atrav?s da observa??o participante junto a uma turma de crian?as de cinco anos de idade e da realiza??o de um grupo focal com quatro educadoras e quatro estagi?rias. Teve, entre seus referenciais, os estudos sobre: a educa??o ambiental na primeira inf?ncia; a organiza??o dos ambientes de aprendizagem; a escuta das crian?as enquanto produtoras de cultura; o desenvolvimento da sensibilidade como condi??o necess?ria para constru??o de novos modos de vida. Os dados revelam que as ?reas verdes s?o espa?os amplamente preferidos pelas crian?as, nos quais elas brincam, interagem, imaginam e criam, onde o corpo se movimenta livremente a partir de seus desejos e interesses. Al?m disso, pelas experi?ncias espont?neas, de plantios e cultivos, de cuidado com os animais, as crian?as aprendem sobre o mundo natural e exercitam o cuidado amoroso com outras formas de vida. Nossa humanidade, constitu?da pelas dimens?es racional, corporal, espiritual, emocional, se amplia e se aprofunda a partir da integra??o com o mundo natural, do qual somos parte, resultando em modos de viver pautados, prioritariamente, pela sensibilidade. O conv?vio com os demais seres e elementos da natureza ?, portanto, um dos caminhos primordiais em nosso processo de humaniza??o.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-09-13T17:10:56Z No. of bitstreams: 1 2016 - Ana Clara dos Santos Rohem Contrera.pdf: 769756 bytes, checksum: ec49525db46072f12a3f93129e5a0c84 (MD5) / Made available in DSpace on 2017-09-13T17:10:56Z (GMT). No. of bitstreams: 1 2016 - Ana Clara dos Santos Rohem Contrera.pdf: 769756 bytes, checksum: ec49525db46072f12a3f93129e5a0c84 (MD5) Previous issue date: 2016-12-14 / The daily life in Childhood Education is crossed by countless voices charged with different senses. This implies, however, thinking about the place for narrative practices in society and how they happen. It implies knowing that oral and written narratives have different values depending on the context in which they are applied, and even the written narratives have different weights, depending on the language they present. What voices of this quotidian the academic speeches received and announced? To consider that the narratives that cross this quotidian are more than simple little stories or attempts at scientific conceptualization lead us to the thought that they are conductive threads of experimentation. Therefore, the place of the formative experiences in Early Childhood Education, whether for teachers, children or even responsible, permeates the consciousness that one word, when encountering with other words, endow the surrounding universe with meanings. The ordinary individual, who talk about Michel de Certeau, through its relationship to narratives, focuses on everyday life making it always a unique event, or, in other words, it is the ordinary subject who through the use of the language also transforms daily life in the place of the extraordinary. This extraordinary daily life also permeates the relationship that each subject constructs with the word and with the language as a whole. Thus, the master's research in question was always strained between the relation of the teacher/researcher to literature and to the more usual language of the academy. Therefore, the way to present the research will be through a dialogue (ego and alter ego) between the Teacher and the Researcher with innumerable recurrences to different literary styles (short stories, chronicles and narratives) aiming to show as much as possible the polyphony investigated by Mikhail Bakhtin, who that research is theoretically based / O cotidiano na Educa??o Infantil ? atravessado por in?meras vozes carregadas de diferentes sentidos. Isto implica pensar, no entanto, o lugar destinado ?s pr?ticas narrativas na sociedade e como estas acontecem. Implica saber que a narrativa oral e escrita possuem valores diferentes dependendo do contexto em que sejam aplicadas e, mesmo as narrativas escritas possuem pesos diferentes, dependendo da linguagem que apresentem. Os discursos produzidos academicamente t?m acolhido e anunciado quais vozes deste cotidiano? Considerar que as narrativas que atravessam esse cotidiano s?o mais que simples historietas ou tentativas de conceitua??o cient?fica levam-nos ao pensamento de que s?o elas fios condutores de experimenta??o. Portanto, o lugar de acontecimento das experi?ncias formativas na Educa??o Infantil, seja para professores, crian?as ou mesmo respons?veis, perpassam pela consci?ncia de que uma palavra, ao encontrar com palavras outras, dotam de significados o universo circundante. O sujeito comum, ordin?rio, de que fala Michel de Certeau, atrav?s de sua rela??o com as narrativas incide sobre o cotidiano fazendo com que este seja sempre um acontecimento ?nico, ou, em outras palavras, ? o homem ordin?rio que atrav?s do uso da l?ngua transforma o cotidiano tamb?m no lugar do extraordin?rio. Esse cotidiano extraordin?rio ? perpassado ainda pela rela??o que cada sujeito constr?i com a palavra e com a linguagem como um todo. Assim, a pesquisa aqui apresentada esteve sempre tensionada entre a rela??o da Professora/Pesquisadora com a literatura e com a linguagem mais usual da academia. Portanto, o modo de apresentar a pesquisa ser? atrav?s de um di?logo (ego e alter ego) entre a Professora e a Pesquisadora com in?meras recorr?ncias a diferentes estilos liter?rios (contos, cr?nicas e narrativas) objetivando transparecer o m?ximo poss?vel da polifonia investigada por Mikhail Bakhtin, que fundamenta teoricamente esta investiga??o

Made available in DSpace on 2014-12-17T14:36:36Z (GMT). No. of bitstreams: 1 ConceicaoAOL_DISSERT.pdf: 3495842 bytes, checksum: 9caf453c82a2f5aa3eb3e4b6acd68dd1 (MD5) Previous issue date: 2012-03-26 / The present study had the purpose of examining the disabled children s way of playing on everyday situations in the CMEIs (acronym in Portuguese for City s Early Childhood Education Center ) of Natal/RN, by watching and listening to three children and their teachers, trying to understand how the games existent in these contexts involve the different subjects of the learning process, and which contributions emerge for a valuable pedagogic work, capable of providing the children s inclusion in the Early Childhood Education. This qualitative investigation was built as a case study, collecting data through watching and interviews. Throughout the observations, it was indispensable to look into the different contexts of the school routine, to capture and analyze events that could answer to what was being studied. The accessibility conditions of the school spaces were also observed. The interviews made possible to extract from the subjects what they think and how they perceive themselves when playing. The acquired data were analyzed having as counterparts contemporary studies and theories about playing, childhood and school inclusion, and published documents from the Education and Culture Department that treat of this theme as the guiding axis of the pedagogic proposes aimed to the Early Childhood Education. The revelations of the research show that is necessary to put effort on the disabled children s playing inside the context of the Early Childhood Education, regarding the accomplishment of accessibility laws that treat of school spaces and providing of equipment and resources that respect those children s characteristics, as well as providing opportunities for initial and continued training for the teachers, under the perspective of inclusive education and playing / O presente estudo teve como objetivo investigar o brincar da crian?a com defici?ncia f?sica nas situa??es cotidianas de tr?s Centros Municipais de Educa??o Infantil de Natal/RN, a partir da observa??o e da escuta de tr?s crian?as e de suas professoras, buscando compreender como os diferentes sujeitos que participam do processo de aprendizagem se envolvem nas brincadeiras presentes nesses contextos e que contribui??es poder?o emergir para um trabalho pedag?gico significativo, propiciador da inclus?o da crian?a na Educa??o Infantil. A investiga??o, de abordagem qualitativa, se constituiu de um estudo de caso, cujos dados foram coletados por meio de observa??es e entrevistas. No cont?nuo das observa??es, tornou-se imprescind?vel lan?ar olhares para os diferentes contextos da rotina escolar, de forma a recortar e analisar epis?dios que pudessem responder ao que estava sendo investigado. Tamb?m foram objeto de observa??o as condi??es de acessibilidade nos espa?os escolares. As entrevistas possibilitaram extrair dos sujeitos o que pensam e como se percebem na a??o do brincar. Os dados obtidos foram analisados tendo como interlocutores estudos contempor?neos e teorias sobre o brincar, inf?ncia e inclus?o escolar, e os documentos publicados pelo Minist?rio da Educa??o e Cultura, que tratam da tem?tica como eixo norteador das propostas pedag?gicas voltadas para a Educa??o Infantil. As revela??es da pesquisa apontam para a necessidade de se investir esfor?os para o brincar de crian?as com defici?ncia f?sica na Educa??o Infantil, no referente ao cumprimento da legisla??o voltada para a acessibilidade nos espa?os escolares e provimento de equipamentos e materiais que respeitem as caracter?sticas das crian?as, como tamb?m em prover oportunidades de forma??o inicial e continuada dos professores, na perspectiva da educa??o inclusiva e do brincar

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 JacicleideFTCM_TESE.pdf: 2099309 bytes, checksum: 9b1cf0fcba24f0c7ec5ff4ef35025d2c (MD5) Previous issue date: 2014-02-27 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice / A forma??o de professores para a Educa??o Infantil ganha visibilidade com a promulga??o da Lei n? 9.394/96 (Lei de Diretrizes e Bases) que define esse segmento como etapa inicial da Educa??o B?sica, com fun??o pedag?gica. Nesse cen?rio, a discuss?o sobre forma??o docente articula-se ? garantia de qualidade social da educa??o e ?s especificidades da atua??o do professor frente ?s singularidades infantis. Agrega-se a esse quadro, a crescente difus?o da forma??o inicial em n?vel de gradua??o em Pedagogia, curso que passa por transforma??es em fun??o das Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006), com destaque para a inclus?o de componentes curriculares obrigat?rios espec?ficos ? Educa??o Infantil. O debate sobre a forma??o de professores para essa etapa revela-se complexo e multifacetado, com avan?os e impasses que necessitam ser desvelados com vistas ? melhoria da forma??o e da qualidade social da educa??o das crian?as de 0 a 5 anos. Nesse contexto, insere-se essa investiga??o que tem como objetivo analisar que saberes espec?ficos ? atua??o docente na Educa??o Infantil s?o constru?dos, segundo graduandos-estagi?rios, no Est?gio Supervisionado do curso de Pedagogia. O estudo foi realizado junto ? disciplina Est?gio Supervisionado em Educa??o Infantil do curso de Pedagogia do Campus Avan?ado de Patu-UERN, contando com a participa??o de quatro Estagi?rios que realizaram Est?gio no per?odo da pesquisa em 2012. Partimos do princ?pio de que a constru??o de saberes docentes ? um processo de apropria??o de pr?ticas culturais social e simbolicamente mediado em intera??es que ocorrem nos contextos formativos; e o Est?gio Supervisionado pode constituir-se como espa?o de articula??o e amplia??o de saberes te?ricos e pr?ticos relacionados ?s especificidades da Educa??o Infantil. A base te?rico-metodol?gica teve como aportes as contribui??es da abordagem hist?ricocultural de L. S. Vygotsky e do dialogismo de M. Bakhtin sobre a pesquisa nas ci?ncias humanas, bem como seus postulados sobre os processos de aprendizagem e desenvolvimento, concebidos como essencialmente sociais e discursivos. A abordagem investigativa aproxima-se dos princ?pios da perspectiva qualitativa e envolveu, como procedimentos para constru??o e an?lise de dados o question?rio, a an?lise de documentos e, especialmente, entrevistas semiestruturadas (individuais e coletivas) cuja premissa fundamental foi a produ??o-compreens?o de sentidos numa perspectiva dial?gica. As s?nteses poss?veis constru?das com os textos/discursos dos part?cipes apontam que no Est?gio Supervisionado em Educa??o Infantil do CAP/UERN ocorreram processos de internaliza??o/apropria??o e, portanto, de elabora??o de sentidos pertinentes ?s tem?ticas espec?ficas da Educa??o Infantil: significa??es de crian?a, inf?ncia, educa??o infantil, professor e seus saberes docentes espec?ficos a essa etapa. Destacou-se que o Est?gio configura-se como um dos contextos primordiais de forma??o do professor em sua etapa inicial onde os Estagi?rios constroem aprendizagens em intera??o com os outros agentes do processo (Professor Supervisor, Professor Colaborador, Colegas do grupo e com as Crian?as) e em articula??o com outros componentes curriculares vivenciados no Curso. Essas intera??es permitem que os Estagi?rios-graduandos desenvolvam procedimentos e atitudes de reflex?o sobre o que sabem, o que fizeram e possam vir a fazer. Conclu?mos que o Est?gio pode constituir-se como inst?ncia articuladora-consolidadora do processo de forma??o do futuro professor e, desde que orientado, pode propiciar a efetiva??o da inicia??o, n?o apenas ? pr?tica, mas ? pr?xis, enquanto movimento de indissociabilidade entre teoria e pr?tica

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 RebecaRC_DISSERT.pdf: 1283864 bytes, checksum: 6cf3076f66ca105b14bf3c609cdd9c90 (MD5) Previous issue date: 2012-03-30 / This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education / Este trabalho se originou das nossas preocupa??es com as quest?es relativas ? forma??o do professor de educa??o infantil. A partir das dificuldades experimentadas como professora principiante na pr?-escola, julgamos importante pesquisarnecessidades de forma??o desses profissionais. Assim sendo, definimos como objetivo dessa pesquisa, investigar necessidades de forma??o docente de professores principiantes da Educa??o Infantil/Pr?-escola. Nosso trabalho se inscreve na Abordagem Qualitativa da Pesquisa Educacional, e tem como procedimentos de constru??o dos dados a entrevista semiestruturada e a an?lise documental. Nosso campo emp?rico foi constitu?do por escolas da regi?o metropolitana de Natal/RN, que oferecem educa??o infantil/pr?-escolar. Os sujeitos da pesquisa s?o cinco professoras que atuam como titular de turma de pr?-escola e que possuem de 0 a 3 anos de pr?tica docente, se caracterizando segundo Huberman (2007) como professoras principiantes. Da an?lise dos dados, fundamentada em princ?pios da analise de conte?do, emergiram tr?s temas: Doc?ncia de Professor Principiante na Educa??o Infantil/Pr?-escola; Raz?es explicativas das Dificuldades Docentes/Necessidades Formativas e Forma??o para Doc?ncia na Educa??o Infantil/Pr?-escola, a partir da An?lise de Necessidades de Forma??o, com suas respectivas categorias, subcategorias, contribuindo para a nossa compreens?o acerca do objeto de estudo. O ingresso na profiss?o ? marcado por sentimentos amb?guos de euforia e medo, em que parece haver um choque com a realidade. As dificuldades est?o relacionadas ao planejamento/execu??o das atividades, ao atendimento ?s necessidades individuais de aprendizagem e ? avalia??o das crian?as.Como estrat?gia de supera??o das dificuldades as professoras exercitam a a??o-reflex?o-a??oem suas pr?ticas e buscam atualiza??es cont?nuas no plano te?rico-metodol?gico da Educa??o Infantil As raz?es que definem essas dificuldades podem estar relacionadas ao professor, a escola, a fam?lia e ainda aos alunos dessas institui??es. Na viv?ncia dessas dificuldades tem se delineado as necessidades de forma??o docente, dentre as quais se destacam os estudos sobre ?tica na doc?ncia com crian?as, conceito de crian?a e suas inf?ncias,especificidades do ensinar/aprender na pr?-escola, brinquedos e brincadeiras, determina??es legais sobre a educa??o infantil, m?ltiplas linguagens e express?es na educa??o da inf?ncia, conte?dos espec?ficos das ?reas do conhecimento, dentre outros. Al?m disso, estudos acerca de te?ricos como Piaget, Vigotsky, Maria Carmem Barbosa e Em?lia Ferreiro. Para essas profissionais ser um bom profissional de educa??o infantil consiste em: gostar de crian?a, ser afetuosa, paciente e cuidadosa, ter forma??o te?rico-pr?tica espec?fica para a doc?ncia na Educa??o Infantil, ser capaz de improvisar com seriedade e compet?ncia buscando atualiza??es na forma??o continuada. As pesquisasrealizadas, junto aos autores e ?s professoras, ratificam a nossa compreens?o de que as necessidades de forma??o das principiantes podem estarrelacionadas a lacunas da forma??o inicial e continuada