Orientador: Roseli Aparecida Cação Fontana / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T03:47:18Z (GMT). No. of bitstreams: 1 Kopcak_SarahCristinaPeron_M.pdf: 1315307 bytes, checksum: 61f52d681221e6960debd05d12fc52a9 (MD5) Previous issue date: 2009 / Resumo: A pesquisa objetivou compreender as elaborações sobre a infância e o trabalho na Educação Infantil produzidas por monitoras, a partir das interlocuções vividas no Curso de Aperfeiçoamento para Monitoras de Educação Infantil da Rede Municipal de Campinas, realizado entre os anos de 2003 a 2006. O Curso pautava-se na articulação entre os saberes teóricos sistematizados da profissão com os saberes práticos e cotidianos das monitoras. Assumindo Bakhtin (1986, 2003) como principal interlocutor teórico-metodológico, buscou-se levantar, através de entrevistas realizadas após a finalização do curso, indicadores de como os conceitos relativos à infância e à Educação Infantil, compartilhados no Curso, foram apreendidos e estão sendo elaborados pelas cursistas e de como estes conceitos mediatizaram sua identidade e prática profissionais. A partir dos indicadores levantados, destacaram-se, do ponto de vista da profissionalidade, o reconhecimento da dimensão educativa do cuidado e da função de monitora como educadora infantil, a reivindicação por maior participação do segmento profissional no planejamento das unidades de Educação Infantil e a requalificação dos cursos de formação continuada destinados a esse segmento, tendo em conta a dimensão teórica da formação do educador, articulada à dimensão prática. O acesso aos conhecimentos sistematizados a respeito da infância mostrou-se fundamental sob dois aspectos: a possibilidade de compreender e ressignificar a atividade da criança e as escolhas feitas pelas professoras em seu trabalho, questionando ou referendando tais escolhas, a partir do conhecimento pautado pela formação. Esta compreensão, de acordo com as monitoras, possibilitou-lhes participar das atividades educativas, mediando-as a partir de escolhas fundamentadas e mais autônomas, vislumbrando uma maior valorização deste segmento profissional, não objetivando resolver os conflitos, mas permitindo que as tensões históricas entre professoras e monitoras de Educação Infantil sejam constantemente re-elaboradas por estas profissionais. / Abstract: Taking Bakhtin (1986, 2003) as the main theoretical and methodological interlocutor, this research aimed to understand the elaborations on the childhood and the work on Child Education produced by educators (monitors), from interlocutions lived in an Improvement Course for these professionals, organized and conducted by the Training Coordination of the Campinas Municipal Education Network, between the years 2003 to 2006. After the conclusion of the course, based on the link between the systematic theoretical knowledge of the profession with the practical and everyday knowledge of the monitors, it was raised, through interviews with the Course Educators, indicators of how the concepts related to childhood and the Child Education, shared in the course, were seized and are being drawn up by them, and how these concepts mediated their identity and professional practice. From the indicators raised, stood out, in terms of professionalism, the recognition of the educational dimension of care and the role of the monitor as a child educator, the demand for greater participation of the professional sector in the planning of the units of Child Education and the retraining of the Continued Formation Courses destined to this segment, given the theoretical dimension of teacher training, linked to the practical dimension. The access to the systematic knowledge concerning childhood proved to be crucial in two aspects: the possibility to understand and re-signify the child's activities and the choices made by teachers in their work, questioning or endorsing such choices. This understanding, according to the monitors, allowed them more based and autonomous interventions in their work, which contributed to a greater appreciation of this professional segment and the re-elaboration of the historical tensions between teachers and monitors. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

The thesis deals with the musical activities of two-year and three-year-old children in kindergarten. The theoretical part describes the characteristics of two-year and three-year-old children, the inclusion of two-year-old children in kindergarten, the importance of music and the child's musical development. It also deals with musical activities focusing on two-year and three-year-old children. The practical part of the work was focused on the research of particular musical activities in the kindergarten of the above mentioned age group from the point of view of the teachers and also on the musical environment in family. The research was conducted in the form of an interview with kindergarten teachers, a questionnaire survey among the parents of these children, and an analysis of songs and songbooks for the youngest children. The main objective was to find out how teachers perform musical activities with children, and what they see as the biggest differences between two- and three-year-old children. Next goal was to find out if parents work with children in this area and how. Whether the selected sample of songbooks contains songs of the appropriate range and pitch and whether they contain examples of possible instrumental and musical involvement of the children. Research has shown that most...