Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-02T11:32:05Z No. of bitstreams: 1 julianaclaudiasachettipereira.pdf: 1608213 bytes, checksum: 1b6481893ecd903cdeab679539179e8d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-02T11:44:22Z (GMT) No. of bitstreams: 1 julianaclaudiasachettipereira.pdf: 1608213 bytes, checksum: 1b6481893ecd903cdeab679539179e8d (MD5) / Made available in DSpace on 2016-02-02T11:44:22Z (GMT). No. of bitstreams: 1 julianaclaudiasachettipereira.pdf: 1608213 bytes, checksum: 1b6481893ecd903cdeab679539179e8d (MD5) Previous issue date: 2014-08-22 / Este estudo discute a Educação Infantil no contexto da Rede Municipal de Ensino de Limeira buscando responder a duas questões principais: Haveria um descompasso de aprendizagem e desempenho entre alunos egressos dos Centros Infantis (Creches) e os das Escolas Municipais de Educação Infantil (pré-escolas), como apontado por gestores e professores do primeiro ano do Ensino Fundamental? A avaliação feita por esses profissionais realmente corresponderia ao quadro real de desempenho desses alunos? Para atender às duas questões de investigação, elegemos duas Escolas da Rede Municipal de Limeira - um Centro Infantil (Creche), e uma Escola Municipal de Educação Infantil – EMEI (pré-escola), orientando a pesquisa pelos seguintes objetivos: (i) realizar um estudo comparativo dos resultados de desempenho em avaliações somativas de Língua Portuguesa e Matemática, aplicadas bimestralmente pelas Escolas de Ensino Fundamental do Município aos estudantes egressos de EMEIs e Centros Infantis, com vistas a validar, ou não, a avaliação feita pelos docentes e gestores; (ii) investigar as possíveis causas responsáveis pela defasagem de aprendizagem anunciada, por meio de entrevistas semi-estruturadas com gestores de Educação Infantil e grupo focal com professores que lecionam em turmas de primeiro ano. Surpreendentemente, os achados do estudo exploratório revelaram que os alunos oriundos dos Centros Infantis apresentaram desempenho semelhante e, em alguns casos, até mesmo superior aos dos alunos egressos das EMEIs, diferentemente dos apontamentos feitos pelos professores e gestores do Ensino Fundamental. O estudo também indicou três principais causas para explicar tal avaliação equivocada: (1) a presença de diferentes concepções de Educação Infantil na rede, (2) a falta de articulação entre a Educação Infantil e o Ensino Fundamental, e (3) a falta qualificação dos profissionais que atuam na Educação Infantil (docentes e gestores). Tendo em vista os achados da pesquisa e as reflexões apresentados ao longo desse estudo, propomos um Plano de Ação Educativa (PAE) para a superação dos problemas identificados. Todo o trabalho foi acompanhado por levantamento e revisão bibliográfica sobre a influência do processo histórico e das adequações às legislações nas Creches e pré-escolas no âmbito nacional e municipal. / This study discusses children´s education in the context of the Municipal Education Network in Limeira, aiming to answer two main questions: would there be a mismatch between learning skills and academic performance among students coming from child centers (day care centers) and those from Municipal Children´s schools (pre-schools), shown by education managers and teachers of first grade in elementary schools? Does the evaluation performed by these professionals really correspond to the actual academic performance framework of these students? In order to attend to these two questions of investigation, we chose two schools of Limeira´s Education Network - a child center (day care center) and a Municipal Children´s School - EMEI (pre-school), focusing the research on the following objectives: (I) carry out a comparative study of the performance results through somative evaluation tests of Portuguese Language and Mathematics, given twice a month by the schools of municipal basic education to the students coming from EMEIs and from Child Centers, in order to validate, or not, the evaluation made by teachers and education managers, (II) investigate the possible causes, responsible for the mentioned discrepancy of learning, by means of semi-structured interviews with children´s education managers and focus group with teachers who teach first grade students. Surprisingly, the findings of the exploratory study revealed that the students coming from Child Centers presented a similar performance and, in some cases, even superior to that from EMEIs, differently from the records presented by the teachers and education managers of basic school. The study also indicated three main causes to explain that mistaken evaluation: (1) the presence of different concepts of children´s education in the network, (2) the lack of articulation between children´s education and primary school, (3) the lack of qualification of the teachers who work in early childhood´s education (teachers and managers). In regard to the findings of the research and the remarks made during this study, we proposed a Plan of Educational Action (PAE) in order to overcome these identified problems. All the work was accompanied by survey and bibliographic review about the influence of the historic process and the compliance to legislation in the day care centers and pre-schools at a national and municipal level.

Made available in DSpace on 2017-07-10T18:55:40Z (GMT). No. of bitstreams: 1 Vera Dupont.pdf: 1205726 bytes, checksum: 93327c3d8520a6a5db386853006bffdb (MD5) Previous issue date: 2013-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study objective is to analyze how the black child is characterized in texts aimed at children, from a sociological approach of the literary text and the assumptions of comparative literature. For this purpose, 24 children's stories that feature characters black children were selected, and it is possible to see that these works reveal the transformations that occurred in Brazilian society with regard to black. Divided into three chapters, the assignment search of theoretical support in the works of Antonio Candido, Rosangela Malachias and Florestan Fernandes, among others. The analysis was organized into four blocks, in which has been sought to observe the following aspects: the difficulties in identifying the black child before the European cultural dictates about the standard model of beauty, how the family faces the question of difference and prejudice when child's character is subjected to discrimination of other social groups, such as the school can serve prejudiced actions, and deeds that rescue the memory of African culture, through myths or legends of African people and aspects related to the valuation of history and African culture process. In general, it is possible to observe that the production of works whose characters are black children was intensified after the 1988 Constitution and the Law 10.639/2003. The literary discourse aimed at children, therefore changes before tranformations in society and shows a new social-historical context in which minorities are replaced in central space. The legal and political discourse that miss over the 1988 Constitution and the Law 10.639/2003 permeates the literary discourse, in order to teach a behavior of respect to black - indicating that such connection has yet to be established and inspired in social relations, that still there are no equal opportunities for all races, but there is a movement to it becomes real / Este trabalho tem como objetivo analisar como a criança negra é caracterizada em textos dirigidos a crianças, a partir de uma abordagem sociológica do texto literário e dos pressupostos da literatura comparada. Para tanto, foram selecionadas 24 narrativas infantis que apresentam personagens crianças negras, sendo possível constatar que essas obras revelam as transformações que ocorreram na sociedade brasileira no que diz respeito ao negro. Dividido em três capítulos, o trabalho busca apoio teórico nas obras de Antonio Candido, Rosangela Malachias e Florestan Fernandes, dentre outros. A análise foi organizada em quatro blocos, nos quais buscou-se observar os seguintes aspectos: as dificuldades de identificação da criança negra diante dos ditames culturais europeus acerca do modelo de beleza padrão; como a família enfrenta a questão da diferença e do preconceito, quando a personagem criança é submetida a discriminações de outros grupos sociais; como a escola pode veicular ações preconceituosas; e, obras que resgatam a memória da cultura africana, passando por mitos ou lendas de povos africanos e aspectos relacionados ao processo de valorização da história e da cultura africana. De maneira geral, é possível observar que a produção de obras cujas personagens são crianças negras se intensificou após a Constituição de 1988 e a Lei 10.639/2003. O discurso literário destinado ao público infantil, portanto, sofre mudanças diante das transformações da sociedade e mostra um novo contexto histórico-social em que as minorias passam a ter mais espaço. O discurso jurídico e político que embasa a Constituição de 1988 e a Lei 10.639/2003 permeia o discurso literário, de modo a instruir um comportamento de respeito ao negro o que revela que tal respeito ainda precisa ser instituído e impresso nas relações sociais, que ainda não há a igualdade de oportunidades para todas as raças, mas que há movimento para que isto se torne real

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-18T10:36:38Z No. of bitstreams: 1 monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-22T11:32:33Z (GMT) No. of bitstreams: 1 monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5) / Made available in DSpace on 2018-05-22T11:32:33Z (GMT). No. of bitstreams: 1 monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5) Previous issue date: 2018-03-16 / Esta pesquisa é fruto de inquietações em relação à forma de se lidar com crianças migrantes dentro da rede municipal da cidade de Itaboraí é um pensar sobre a relação da criança migrante com o espaço que lhe é ofertado. Esta pesquisa se desenvolveu em uma escola pública de Educação Infantil da cidade de Itaboraí, região metropolitana fluminense, que recebeu um grande contingente de migrantes por conta do COMPERJ (Complexo Petroquímico do Rio de Janeiro), cuja implantação fez parte do Programa de Aceleração do Crescimento (PAC) do Governo Federal e foi apresentado pelo governo federal, em junho de 2006, como um eldorado de oportunidades. Isso significou que a demanda nas escolas públicas da rede municipal sofreu um considerável aumento no número de crianças migrantes e, no encontro entre professores e crianças, em especial com as crianças migrantes, necessário se fez entender de que forma estas estabeleciam relações entre si e com os espaços que ocupam. Com a Operação Lava Jato deflagrada em março de 2014, a cidade no início do ano de 2015, sofreu um decréscimo no número de migrantes, tendo muitos deles retornado às suas regiões de origem, precisando assim, redesenhar a pesquisa até então em andamento. Desta forma, me apareceu Shirley, uma criança baiana de nascimento, com algumas andanças pelo nosso país, tornando-se a atriz principal destas páginas. A pesquisa pretendeu dialogar com os Estudos da Infância: Sociologia da Infância e Geografia da Infância e com questões referente aos estudos de Identidade e Diferenças, para a partir da autoria e da vivência de Shirley no espaço ofertado, a pesquisa ‘com’ se efetivasse. Apesar do avanço conquistado através da existência de práticas pedagógicas que trabalharam com o protagonismo de Shirley, muito ainda há de ser feito para que a inserção real de crianças, migrantes ou não, no espaço escolar seja realizado. O olhar folclorizado ou romantizado para com as infâncias que se fazem presentes no seio da escola necessita de um ajuste para romper com o adultocentrismo ainda presentes nas práticas pedagógicas e o olhar unilateral sobre a cultura das infâncias. / This research is the result of concerns about the way to deal with migrant children whitin the municipal network of the city of Itaboraí is to think about the relation of the migrant child whit the space that is offered to him. This research was carried out in a public school of Early Childhood Education in the city of Itaboraí, metropolitan region of Rio de Janeiro, which received a large contingent of migrants from COMPERJ ( Rio de Janeiro Petrochemical Complex), whose implementation was part of the Growth Acceleration Program (PAC) and was presented by the federal government in June 2006 as an eldorado of opportunites. This meant that the demand in the public schools of the municipal network suffered a considerable increase in the number of migrant children and, in the meeting between teachers and children, especially with the migrant children, it was necessary to understand how they established relations among themselves and with the spaces they ocuppy. Whit Operation Lava Jato started in March 2014, the city at the beginning of the tear 2015, suffered a decrease in the number of migrants, many of them returning to their regions of origin, in order to redesign the research that has been under way, I appeared to Shirley, a bahian chid by birth, with some wandering around our country, becoming the main actress of these pages. The research sougth to dialogue with the Childhood Studies: Sociology of Childhood and Geografy of Childhood and with questions recarding the studies of Identity and Differences, from the authorship and the experience of Shirley in the space offered, the ‘with” research was effective. Despite the progress achieved through the existence of pedagogical practices that have worked with Shirley´s protagonism, a lot still has to be done so that the real insertion of children, migrants or not, in the school space is realized. The folklorizes or romanticized look at the childhoods that are present whitin the school needs an adjustment to brezk with the adultcentrism still present in the pedagogical pratices and the unilateral look on the culture of the childhoods.

[pt] A dissertação pretende analisar a relação entre a celebridade estrela - personagem fundamental dos meios de comunicação de massa - e o consumo - entendido como fenômeno da midiatização da sociedade contemporânea. Neste sentido, o trabalho se baseará em narrativas jornalísticas das revistas Amiga e Contigo, publicadas entre 1986 e 1992, sobre Maria da Graça Xuxa Meneghel, uma das mais famosas apresentadoras da televisão do Brasil. A partir de textos editados, correlatos à época de exibição do programa Xou da Xuxa na Rede Globo, exploramos como os discursos sobre as práticas de consumo da apresentadora a transformaram num vetor para a aquisição de bens, produtos e serviços, por toda uma geração de crianças brasileiras. / [en] The dissertation intends to analyze the relation between the star celebrity - fundamental character of the mass media - and the consumption - understood as a phenomenon of the mediatization of the contemporary society. In this sense, the work will be based on journalistic narratives of the magazines Amiga and Contigo, published between 1986 and 1992, about Maria da Graça Xuxa Meneghel, one of the most famous entertainers of the television in Brazil. From edited texts, published during the time of exhibition of the show Xou da Xuxa in the Globo Network, we explore how the speeches about the practices of consumption of the entertainer had transformed her into a vector for the acquisition of goods, products and services, for a generation of Brazilian children.

The purpose of the study is to investigate how preschool teachers structure different routine situations in the preschool activities and how the preschool teachers in turn respond to children who in different ways resist these structures and situations.   The study has been conducted based on an ethnological research method. Through observations and open interview questions, preschool teachers and children have given examples of how these phenomena can be seen in daily structured pre-school activities.   The analysis, based on a relational perspective and Foucault’s theory on power, shows that preschool teachers often looks at the children's resistance as a problem and issue anchored to the child in question and not as a response to the teacher’s actions of power and other factors, which opened for further questions about children's ability to influence in preschool.

In order for the individual's chances of good health to increase, health promotion should beintroduced to the youngest children. A recent report shows that Sweden is falling in ranking in termsof equal health where Sweden ended up in 23 out of 35 countries. The socioeconomic gaps inSweden's society mean that children's health becomes a geographical issue. The preschool's rolebecomes extremely important in this context, as statistics show that 84% of children living inSweden are enrolled in preschool. The purpose is to investigate how preschool teachers feel thatthey work with children's health and well-being at preschool. The study consists of six qualitativeinterviews with preschool teachers spread across two preschools. A qualitative content analysis ofthe data was conducted to find prominent categories. Preschool teachers in the study agree thathealth in preschool needs more attention. They agree that physical activity is restricted to theoutdoor environment due to large children's groups and small premises. The result emphasizes thatpreschool should be a positive and safe environment in which the children feel good.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study is inserted in the Research Line of Curriculum, Teaching and Practices Scholars, in the Post Graduation Program in Education at UFSM (Federal University of Santa Maria RS Brazil). As objective of this work we look for to answer to the following questionings: Which the obstacles to a curricular effective practical to interdisciplinary? How to breach with the conception of the teachers crystallized in one practical pedagogical traditional one? We understand that the entire curricular structure must be continuously engaged in the task of configuring a curriculum as a process, with a special attention drawn to learning in a perspective of change, trying to understand the student as a part of the process, which means to give the right of expression to him/her, to observe his/her previous knowledge, his/her cultural background. Willing to assist in the design of a new curriculum we proposed to search for differentiated methodological possibilities, in which all areas of knowledge were considered important, willing to develop an interdisciplinary work based on the articulation of the mathematics with children s storybooks. For so, Interdisciplinary Didactical Units (IDU) were elaborated in two educational institutions, pre-school and 1st to 4th year classes, intending to provide students conditions for understanding/contextualizing the mathematics, provoking a re-dimensional act of the already known concepts and making possible the searching for comprehension of new ideas and values through the children s storybooks as an axis of balance and integration of interdisciplinary activities. The work involved six children s stories with an amount of 20 provided activities developed with regent teacher s attendance; actually they were invited to remain in the classroom while we were developing the activities. At the end, we perceived the complexity of the classroom environment, because of the variation of results which came according to the team of teachers which were responsible for the organization and implementation of the IDU, the particular features of the teaching team and of the students and the scholar structure. As obstacles one practical to interdisciplinary we detach: the great number of pupils for classroom and in such a way necessity to develop activities with the accompaniment of a team; the concern on the part of the teachers in inside pointing out the pertaining to school activities of a perspective of right or wrong, for to value ends, many times disrespecting the previous knowledge of the pupils, what in it took them to think about the necessity to invest in the formation of the teachers; the adequacy of the activities to the times of the school, what in it took them to consider the requirement of a proper time to develop them and in lesser activities, which can better be developed; finally, the lack of a physical space adjusted to keep to the materials produced during the activities and the concern in conceiving the classroom of form traditional, made use in rows, centered in the presence of the teacher, the blackboard and the didactic book. / O presente estudo está inserido na Linha de Pesquisa: Currículo, Ensino e Práticas Escolares do Programa de Pós-Graduação em Educação da UFSM. Como objetivo desse trabalho procuramos responder aos seguintes questionamentos: Quais os obstáculos a uma efetiva prática curricular interdisciplinar? Como romper com a concepção dos professores cristalizada numa prática pedagógica tradicional? Numa perspectiva de mudança, procurando entender o aluno como parte do processo e isso significa dar voz a esse aluno, observando os seus conhecimentos prévios, a sua bagagem cultural, entendemos que toda a estrutura curricular deve estar continuamente engajada em configurar um currículo como processo, com uma especial atenção no que diz respeito a aprendizagem. Na proposta de auxiliarmos no desenho de um novo currículo, propusemo-nos a buscar possibilidades metodológicas diferenciadas, em que todas as áreas do conhecimento fossem consideradas importantes, procurando desenvolver assim, um trabalho interdisciplinar a partir da articulação da literatura infantil e da matemática. Para tanto, foram elaboradas e implementadas Unidades Didáticas Interdisciplinares (UDI) em dois estabelecimentos de ensino, turmas de pré-escola e turmas de 1ª à 4ª séries, buscando propiciar aos alunos condições para entender/contextualizar a matemática, provocando um redimensionamento dos conceitos já conhecidos e possibilitando a busca da compreensão de novas idéias e valores através da literatura infantil como eixo organizador e integrador de atividades interdisciplinares.O trabalho envolveu seis histórias infantis num total de 20 implementações, perfazendo cerca de 60 horas de atividades em sala de aula. As atividades propostas foram desenvolvidas com o acompanhamento das professoras regentes, sendo que as mesmas eram convidadas a permanecer em sala de aula enquanto desenvolvíamos as atividades. Ao final percebemos a complexidade da sala de aula, pois os resultados variaram em função da equipe, responsável pela organização e implementação das UDI, das particularidades do corpo docente e discente e da estrutura escolar. Como obstáculos para uma prática interdisciplinar destacamos: o grande número de alunos por sala de aula e para tanto a necessidade de desenvolvermos atividades com o acompanhamento de uma equipe; a preocupação por parte dos professores em situar as atividades escolares dentro de uma perspectiva de certo ou errado, para fins avaliativos, muitas vezes desconsiderando os conhecimentos prévios dos alunos, o que nos levou a pensar na necessidade de investir na formação dos professores; a adequação da atividades aos tempos da escola, o que nos levou a considerar a exigência de um tempo próprio para desenvolvê-las e em atividades menores, as quais possam ser melhor desenvolvidas; por fim, a falta de um espaço físico adequado para guardar os materiais produzidos durante as atividades e a preocupação em conceber a sala de aula de forma tradicional, disposta em fileiras, centrada na presença do professor, do quadro-negro e do livro didático.

As more women work on hire positions, they start realizing the impact of maternity to their career (Höhne, 2010). To satisfy their needs high supply of pre-school education and its variability and flexibility is needed. Act no. 247/2014 Coll. is trying to react to the situation of inadequate supply. The main aim of this work is to compare situation before and after this law and its consequences as far we can evaluate now. Using primary and secondary data thesis will state if there is scale of those services wide enough and if there is additional need to create more places for pre-school education and if there are changes in supply caused by the law. Conclusion is, that creation of childrens group, which were created because of this law, didnt have such a big impact on supply of pre-school education. Moreover, many of them exists only because of funding from EU.

There is a consensus among scholars that very few English teachers use children's literature in their language teaching. In other words, children´s literature is not used to the same extent as in the Swedish subject. The overall purpose of this study to examine is to study teachers' attitude towards, and to the use of children's literature in their teaching and if their intrinsic and extrinsic motivation influences particularly their teaching possibilities and limitations of children's literature. Three teachers within the English education, grades 4-6, participated in semi-structured interviews. The collected empirical material from the interviews was analyzed by a phenomenographic analytical model. The results show that the limited use of children's literature is not due to the teacher’s motivation. Instead, the actual teaching conditions in the school environment limit the use children's literature in the English subject. In addition, the study implies that there is a need for competence development of children's literature and relevant teaching methods.

The purpose of this paper is to examine how gender and equality is represented in children's books and how educators from a didactic perspective can work with children's literature as part of their work with value-based issues. The books used for this paper is Alfons och Milla (1985) written by Gunilla Bergström and Kalle med klänning (2008) written by Anette Skåhlberg. These books were written during different decades and both the gender and ecuality aspect is presented differently. This might be explained by the values and what was normal during the times that they were written. Kalle med klänning (2008) is challenging the normal thoughts about gender. The book Alfons och Milla (1985) presents that boys and girls are different in the sense that they do and act differently. After analyzing both these books the conclusion is that Kalle med klänning (2008) is more suitable from a didactical perspective although Alfons och Milla (1985) can also be used in a didactic purpose. Both books gives us a good ground to discuss what is typically male and what is typically female although they illustrate gender differently. Methods to enlight these questions may be to read out loud and/or have a discussion about the books to get a deeper understanding regarding gender, equality and common principles. / Arbetets syfte är att undersöka hur aspekten genus och jämställdhet ter sig i bilderböcker och hur pedagoger ur ett didaktiskt perspektiv kan arbeta med barnlitteratur i arbetet med värdegrundsfrågor. De böcker som har utgjort grunden för denna litteraturanalys heter Alfons och Milla (1985), av Gunilla Bergström samt Kalle med klänning (2008), av Anette Skåhlberg. Böckerna är skriva under olika årtionden och genus och jämställdhetsaspekten synliggörs på olika sätt i de båda böckerna. Vilket kan ha sin förklaring i vilka värden och normer som präglade samhället förtillfället då böckerna skrevs. I Kalle med klänning (2008) är det tydligt vad författaren vill förmedla då det är en modern saga som bryter normer vilket vi både kan se och läsa i boken. I Alfons och Milla (1985) framställs det att det är skillnad mellan pojkar respektive flickor och det finns beteende som förknippas med respektive kön. Båda böckerna kan användas i arbetet med värdegrunden då aspekten genus och jämställdhet präglar böckerna dock framställs det på olika sätt. Metoderna högläsning och boksamtal är två metoder som lämpar sig i arbetet. Dock så har inte detta prövats i praktiken utan endast i teorin.