Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-12T17:04:05Z No. of bitstreams: 1 Estela Elisabete Reichert_.pdf: 4450802 bytes, checksum: 581de2c5709ee12c26449cde0483e29e (MD5) / Made available in DSpace on 2015-06-12T17:04:05Z (GMT). No. of bitstreams: 1 Estela Elisabete Reichert_.pdf: 4450802 bytes, checksum: 581de2c5709ee12c26449cde0483e29e (MD5) Previous issue date: 2015-02-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação investiga os processos de constituição de determinados sentidos para autoridade docente no âmbito da Educação Infantil na Contemporaneidade. O campo teórico que fundamentou a pesquisa – Pós-estruturalismo – oferece ferramentas que foram aqui utilizadas para identificar e descrever relações de poder que participam do processo de significação da autoridade docente nas relações educativas contemporâneas. Para fazer esta investigação, desenvolvi um trabalho de campo embasado em princípios da etnografia. Acompanhei uma turma de Nível III de Educação Infantil por um período de quatro meses, fazendo registros no caderno de notas; coordenei um grupo focal com crianças entre cinco e seis anos de idade – totalizando um grupo de 15 crianças; e entrevistei a professora titular dessa turma. Estes dois últimos procedimentos foram realizados com o objetivo de complementar as informações obtidas durante as observações. Para construir as unidades analíticas, organizei o material empírico utilizando os conceitos de autoridade e poder, buscando descrever e analisar duas tecnologias de poder – afeto e cuidado –, as quais operam na constituição de determinados sentidos para autoridade docente. Ao fazer isso, procurei mostrar que a autoridade docente no âmbito da Educação Infantil é constituída por práticas de afeto e de cuidado definidas na relação adulto-criança, principalmente na relação entre a professora e o grupo de alunos e alunas. Pode-se mostrar que o cuidado e o afeto aparecem como atributos essenciais para o exercício docente, principalmente para a constituição e naturalização de uma forma de autoridade docente feminina na Educação Infantil – a da professora cuidadosa e afetuosa. Ainda, pode-se considerar que o afeto e o cuidado (compreendidos de modo naturalizado) são uma condição para o exercício da docência com crianças, deixando em segundo plano a formação acadêmica específica para a atuação na área. Por fim, pode-se mostrar que essas tecnologias de poder operam na condução da conduta das crianças nas relações educativas e nas formas de exercer a autoridade docente. / This dissertation investigates the processes of constitution of certain meanings of teacher authority in Children Education in Contemporaneity. The theoretical field on which this research has been based - Post-Structuralism - has provided the tools to identify and describe power relations that take part in the process of signifying teacher authority in contemporary education relationships. The investigation has involved a field work based on ethnographical principles. I followed up a Level III Children Education group for four months recording data on a notebook; I coordinated a focal group with fifteen 5-6 year-old children; and interviewed the teacher in charge of that group. The last two procedures were performed in order to complement information obtained along the observations. To construct the analytical units, I organized the empirical material by using the concepts of authority and power, in an attempt to describe and analyze two power technologies - affection and care - which operate on the constitution of certain meanings of teacher authority. By doing so, I have tried to show that teacher authority in Children Education is constituted of affection and care practices defined in the adult-child relationship, particularly in the relationship established between the teacher and the group of students. It is possible to evidence that care and affection have emerged as essential attributes of teacher performance, mainly in the constitution and naturalization of a form of female teacher authority in Children Education - the affective and regardful teacher. Moreover, we can consider that affection and care (understood from a naturalized perspective) are regarded as conditions to teach children, while specific academic education is given lower priority. Finally, we can evidence that such power technologies operate on the conduction of conducts of children in both educational relationships and ways of exercising teacher authority.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-17T11:24:30Z No. of bitstreams: 1 Fabiana Bartholomeu.pdf: 4863792 bytes, checksum: e0c3b755a96336ba40133446800dab95 (MD5) / Made available in DSpace on 2016-11-17T11:24:30Z (GMT). No. of bitstreams: 1 Fabiana Bartholomeu.pdf: 4863792 bytes, checksum: e0c3b755a96336ba40133446800dab95 (MD5) Previous issue date: 2016-09-21 / This research aimed to investigate the role that the pedagogical coordinator exerts on the building process of reflective records, as it is used like a continuing education approach in the course of work, for children education teachers placed in an indirect kindergarten from the municipal system of the city of São Paulo, also considering it’s possible contribution to the teacher’s professional development. This study is a qualitative research and used as a methodological procedure the documental analysis of records registered by the teachers during the period from 2014 to 2016. The records explored four analysis classes: the focus on the child and the reflective writing training; the relation between practice and theory; the awareness and the intent; and, the manifestation of emotions during the writing. The authors used as the theoretical support were: Dewey (1959), Schön (1983), Nóvoa (1992), to discuss about the reflective teacher and the importance of the reflective practices; and Clementi (2012), Schön (1992), Nóvoa (1992), Placco (1994), Freire (1996), Warschauer (1993, 2001) e Zabalza (2004), to explore the role of the pedagogical coordinator. It was verified that, when registering in a reflective way, the teacher recognizes herself as a knowledge mobilizing and socializing, in other words, to the other and to the context, resulting in new learning and wisdom. It was also verified that, when the observations and records from the pedagogical acting were shared to each other, it made possible to build practical and theoretical reflections to be awareness of this acting, boosting changes in/of the teaching act. The results highlight the importance of the reflective records and the skills that it provides, and in addition show that the critical reflective practice may be considered as a booster for changes in the teaching quality of children education / Esta pesquisa teve como objetivo, investigar a atuação da coordenação pedagógica no processo de construção de registros reflexivos como uma estratégia de formação continuada, em serviço, para professoras da Educação Infantil de uma creche indireta da Rede Municipal de São Paulo, levando em consideração as possíveis contribuições para o desenvolvimento profissional dessas professoras. Este estudo é uma pesquisa qualitativa e teve como procedimento metodológico a análise documental de registros produzidos pelo grupo professoras, no período de 2014 a 2016, explorando quatro categorias de análise: o foco na observação da criança e o exercício de uma escrita reflexiva; a relação teoria e prática; a consciência e a intencionalidade; e, a manifestação de emoções na escrita. Como aporte teórico, foram estudados, principalmente os autores: Dewey (1959), Schön (1983), Nóvoa (1992) para falar do professor reflexivo e a importância das práticas reflexivas; e Clementi (2012), Schön (1992), Nóvoa (1992), Placco (1994), Freire (1996), Warschauer (1993, 2001) e Zabalza (2004), para tratar do papel do coordenador pedagógico. Verificou-se que, ao registrar reflexivamente, o professor passa a se reconhecer como um mobilizador de conhecimento e como um socializador desse conhecimento, ou seja, para o outro e para o contexto, resultando em novas aprendizagens e saberes. Verificou-se também, que as observações e os registros dessas ações pedagógicas, quando compartilhados com o outro, possibilitam reflexões teóricas e práticas e uma tomada de consciência dessas ações, impulsionando as mudanças da/na atuação docente. Fica evidente a importância do registro reflexivo e das habilidades com ele adquiridas, além de mostrar a prática reflexiva crítica como impulsionadora de mudanças na qualidade do ensino na Educação Infantil

The field of early childhood education and care (ECEC) is facing one of the most rapid changes as one in four children under the age of six in the United States are immigrant children or children of immigrants (Woods, Hanson, Saxton, & Simms, 2016). With this demographic shift along with the current political climate towards immigrants, teaching immigrant children has become more complex and challenging than ever before. Further, the evidence in the existing literature consistently reflects immigrant children’s narratives of their experiences in schools as alienated, excluded, and othered, attesting to this challenging task for educators (e.g. Igoa, 1995; Kirova, 2001). Amid these challenges, what stories are there yet to be told when immigrants with such experiences and backgrounds become teachers and teach immigrant students? Grounded in a funds of knowledge (Moll, Amanti, Neff, & González, 1992) and borderlands (Anzaldúa, 1987) framework, this study seeks to bring the voices of immigrant teachers to the forefront and to examine their immigration and schooling experiences, first as immigrant students and now teaching and caring for young immigrant students and families in ECEC settings. Using the methods of multi-case study, I highlight the intimate and nuanced teaching and learning experiences of immigrant teachers by delving deeper into a borderland space, where their lives mesh with their immigrant students and their families. Looking deeply at the experiences of immigrant teachers straddling between multiple worlds, remembering being newcomers while working as welcomers, proposes that we re-think and ask new questions about the complex realities of immigrants in schooling. This work highlights the heart of teaching and caring for young immigrants as contingent upon understanding the nuances of their daily experiences as border crossers within the self, among others, and in multiple cultural worlds.

Made available in DSpace on 2016-12-23T14:02:13Z (GMT). No. of bitstreams: 1 KeziaNunes_Dissertacao parte 1.pdf: 1669291 bytes, checksum: f3f65b8619eefd6e0d3770f313b53073 (MD5) Previous issue date: 2007-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Aborda o estudo do currículo da Educação Física na Educação Infantil ao procurar evidenciar, valorizar e ressignificar, com os sujeitos escolares, seus saberesfazeres. Tem como locus investigativo um Centro Municipal de Educação Infantil de Vitória/ES que se mostrou engajado com a construção coletiva de possibilidades de educação e cuidado de crianças menores de seis anos a partir da problematização do seu Projeto Político-Pedagógico. Utiliza, como instrumentos de coleta de dados, análise documental, entrevista semi-estruturada, grupo focal, observação participante, registros fotográficos e diário de campo. Investiga os espaços de discussão coletiva, a sistematização dos documentos, as propostas e ações da instituição, bem como a compreensão do Corpo Técnico-Pedagógico (CTA) e das professoras a respeito das objetivações do currículo e das relações colaborativas de trabalho. Os achados indicam a presença da Educação Física de maneira ininterrupta na instituição, nos últimos 16 anos, embora não fossem encontrados registros dos/as professores/as ou do CTA sobre essa prática pedagógica. Também revela a existência de duas comunidades interpretativas, das professoras regentes e das professoras especialistas, devido a certa resistência em garantir espaços de discussões e ações colaborativas. Quanto à prática pedagógica da Educação Física, analisa, problematiza, investiga e intervém com as professoras nas possibilidades de trabalho que valorizem os saberes da comunidade escolar. Identifica mudanças na organização metodológica da aula, na avaliação e na relação com as crianças. Enfim, propõe uma organização para o trabalho da Educação Infantil que mesmo se mantendo no formato disciplinar, procure materializar-se de forma não-disciplinar, a fim de não promover uma especialização na prática pedagógica com crianças pequenas. / The work is about the study of the Physical Education concerning Children s Education curriculum, highlighting, giving value and a new meaning, with the school subjects, the knowledge-production. Its investigative locus is the Municipal Center of Children s Education of Vitória/ES that is engaged with the collective construction of possibilities of education and care of children under six years old through the discussion of the Political-Pedagogical Project. As instruments of data collection, it uses the documental analysis, semi-structured interview, focal group, participant observation, photographical records and journal field. It investigates the spaces of a collective discussion, the documents systematization, the proposals and institution actions, as well as the comprehension of the Technical-Pedagogical Board (CTA) and the teachers related to the curriculum s objectivities and the collaborative relations of the work. The findings indicate the presence of Physical education as a nonstop way in the institution, in the last 16 years, although records of teachers or of CTA were not found about such pedagogical practice. It also points the existence of two interpretative communities, of regent and specialist teachers, because of a certain resistance in guarantying spaces of discussion and collaborative actions. About the pedagogical practice of the Physical Education, it analyses, discusses, investigates and interferes with teachers about the possibilities of work that value the school community knowledge. It identifies changes in the methodological organization of the classroom, in the evaluation and relation with children. Finally, it proposes an organization for the Children s Education work that, even keeping the disciplinary format, wants to be materialized in a non-disciplinary format, in order not to promote a specialization in the pedagogical practice with little kids.

No Brasil a formação dos profissionais de educação infantil tem crescido como área temática para investigação cientifica. O objeto de nosso estudo é verificar se o investimento na formação colaborativa de pessoas/profissionais resulta na melhoria da qualidade da educação para as crianças. A pesquisa incide na identificação dos resultados alcançados por dois grupos de estudo, um português e outro brasileiro na transformação das práticas cotidianas das instituições de educação infantil, utilizando processos de formação, pesquisa e intervenção na modalidade de Formação em Contexto (OLIVEIRA-FORMOSINHO E FORMOSINHO, 2001; OLIVEIRA-FORMOSINHO e KISHIMOTO, 2002) fundamentados teoricamente nas Pedagogias da Infância, do Jogo, na ecologia do desenvolvimento (BRONFENBRENNER, 1996; SACRISTÀN 1992), na prática-reflexiva (DEWEY, 1959; ZEICHNER, 2005, SCHÖN, 1983, 1987, 1992; STENHOUSE, 1991; NÓVOA, 1995, ALARCÃO, 1998) e na investigação-ação (DEWEY, 1959; STENHOUSE, 1998) e na transformação da cultura organizacional, (FULLAN e HARGREAVES, 1990; FORMOSINHO 1998; MACHADO, 2002). Nossa pesquisa de cunho qualitativo caracteriza-se, segundo STAKE (1994), como um estudo de caso do tipo múltiplo e intensivo, visando a interpretação dos significados na construção do conceito abstrato de formação profissional. Conclui-se, que das significativas contribuições dessa parceria construída cooperativamente entre a Associação Criança e o Grupo FEUSP, a adoção da Formação em Contextos valoriza o protagonismo da criança e do adulto. Ambos acreditam que a investigação contribui para a formação dos profissionais e que as intervenções que realizam com fundamento na práticareflexiva, resultam na qualidade do cotidiano da instituição, e por conseqüência, melhoram a educação infantil para a criança. / In Brazil the formation of the preschool professionals has been growing as a theme area for scientific investigation. The object of our study is to verify if the investment on the collaborative formation from people/professionals results in a better education for children. The research falls upon the identification of the obtained results by two study groups, one Portuguese and the other Brazilian on the transformation of the day-by-day activities at the preschools, using formation processes, research and the intervention of the Context Formation Modality (OLIVEIRA-FORMOSINHO E FORMOSINHO, 2001; OLIVEIRA-FORMOSINHO e KISHIMOTO, 2002) based theoretically on the Infant Pedagogical, from games, development ecology (BRONFENBRENNER, 1996; SACRISTÀN 1992), on the reflexive practice (DEWEY, 1959; ZEICHNER, 2005, SCHÖN, 1983, 1987, 1992; STENHOUSE, 1991; NÓVOA, 1995, ALARCÃO, 1998) and on the action-investigation (DEWEY, 1959; STENHOUSE, 1998) and on the organizational culture transformation, (FULLAN e HARGREAVES, 1990; FORMOSINHO 1998; MACHADO, 2002). Our qualitative research is according to STAKE (1994), as a multiple and intensive case study, aiming the meanings interpretation on the abstract concept of professional formation. At the end of the day the significant contributions from the partnership built between Associação Criança and the Grupo FEUSP, the Context Formation values the protagonist from the child and the adult. Both believe that the investigation contributes to the professional formation and that the interventions based on the reflexive-practice, result on the institution day-by-day quality, and consequently, improves the education in preschool for the child.

Made available in DSpace on 2016-04-27T16:58:30Z (GMT). No. of bitstreams: 1 Ricardo Guedes de Siqueira.pdf: 1326324 bytes, checksum: 2327014897711ef431cd3b4a621c1581 (MD5) Previous issue date: 2007-10-09 / The purpose of this dissertation is to contribute to the continuous discussions on Children Education in Brazil, in particular Mathematics Education. We verified the relevance of this theme because of the percentage increase of children up to 6 years old attending any school in Brazil. We ve made a research on the documents prepared by the Governmental Bodies in the last decades in order to trace the progress of Children Mathematics Education. But for a more detailed analysis of such documents, the teachers and/or researchers that contributed to the preparation them must be identified, and we understand that at least a brief description of their works and concepts is very important. We correlated the official documents to the theoretical models of teachers and/or researchers who had influence with theirs proposals. Overall, we commented on the current guidelines for Children Mathematics Education / Esta dissertação tem como finalidade colaborar na reflexão da trajetória da Educação Infantil no Brasil, em especial da Educação Matemática. Comprovamos a relevância do tema pesquisado, ao constatarmos o crescente aumento percentual de crianças até 6 anos que freqüentam algum estabelecimento de ensino no Brasil. Pesquisamos os documentos elaborados por órgãos governamentais ao longo dos últimos decênios, a fim de resgatar o percurso do Ensino de Matemática na Educação Infantil. Mas uma melhor análise desses documentos, requer a identificação dos educadores e/ou pesquisadores que influenciaram a confecção dos mesmos, e consideramos importante uma descrição, ainda que breve, de suas obras e concepções. Correlacionamos os documentos oficiais aos modelos teóricos de educadores e/ou pesquisadores que influenciaram suas propostas. Tecemos, por fim, as atuais orientações para o Ensino de Matemática na Educação Infantil

The transition into Kindergarten is a critical time for children's development--children's patterns of academic development and engagement with school often start in Kindergarten and persist throughout their academic careers. This is a developmental period that is marked by many changes in children's lives, and therefore it is not a surprise that many children struggle during this transition. These struggles are more common for children who are living in poverty, and although there have been national initiatives to address opportunity gaps in access to early education, investigations into the effectiveness of these programs in promoting children's Kindergarten development have shown mixed results. It is therefore essential to identify the types of early education experiences that are effective in supporting children in having a smooth Kindergarten transition. This dissertation presents and evaluates six theoretical frameworks that can be used to understand the Kindergarten transition. The school readiness approach to the Kindergarten transition focuses on the ways in which children's Kindergarten-entry skills can lead to their own development during Kindergarten. The Pre-K launch model examines the role of high-quality Pre-K in boosting children's school readiness, and subsequently their development during Kindergarten. The classroom quality perspective describes the supportive qualities of Kindergarten classrooms that may aid in children's development across this transition. The continuity perspective shows that support for continuous high-quality instruction between Pre-K and Kindergarten systems may promote children's growth. The buffer/compensation model proposes that children with higher-quality Pre-K experiences are more resilient to the effects of lower-quality Kindergarten. Finally, the consistency model suggests that alignment of quality between Pre-K and Kindergarten may be beneficial for children regardless of whether that alignment represents high quality instructional practices. Each of these perspectives provides valuable insight into the Kindergarten transition; however, these theoretical perspectives have not been studied simultaneously to determine the extent to which all may play a role in children's development during the Kindergarten transition, particularly the development of children who are living in poverty. The current study used data from the National Center for Early Development and Learning's Multi-State Pre-kindergarten Study (NCEDL) to chart children's experiences in their Pre-K and Kindergarten classes to determine whether there are qualities of children's experiences before and throughout the Kindergarten transition that support their development during Kindergarten, and evaluated the extent to which these patterns support these major theoretical perspectives. The study found that children's Kindergarten-entry skills were the best predictors of their end-of-Kindergarten outcomes, showing support for the school readiness perspective. In the domain of instructional support, children's concurrent classroom experiences predicted their academic outcomes during a given year, showing support for the classroom quality framework. In the domain of emotional support, statistical effects of Kindergarten emotional support on children's outcomes were seen only under conditions in which Pre-K emotional support had also been high, showing conditional support for the continuity model. Consistency of children's emotional support, when controlling for quality, was negatively related to their social and emotional development, indicating that consistent emotional support alone is not beneficial without taking into account the quality of that emotional support. Associations between Pre-K quality and children's Kindergarten development were not translated through boosts in school readiness, indicating that while Pre-K experiences do matter for children's development during the Kindergarten transition, that relationship is not best described through a launch model. And finally, any benefits of higher quality emotional and instructional interactions during both Pre-K and Kindergarten were largely concentrated in the group of children who were not living in poverty, while higher Pre-K quality was at times related to lower Kindergarten outcomes for children who were living in poverty. Implications for future research and policy are discussed.

A college education offers people social and economic benefits, yet youth from foster care backgrounds are less likely than their peers to attain a college education, which places this already vulnerable population at higher risk for a lifetime of living on the margins of society. Foster alumni face multiple obstacles to accessing and persisting in higher education. To facilitate and support the success of this frequently overlooked population, professionals in higher education need to understand these obstacles. Little is known about the experiences of youth with foster care backgrounds as they transition into and through higher education. Although existing research has reported the academic, health, and social effects of having been in foster care, little is known about why foster alumni do not persist in higher education. This study used student-development theory, specifically Schlossberg's transition theory, Tinto's theory of student departure, and Bourdieu's work on social and cultural capital to provide a conceptual framework through which to view the lived experiences of youth with foster care backgrounds. Because, for many youths with foster care backgrounds, the pathway to the baccalaureate degree is through a community college, this study examined and explored the transition experiences of foster alumni about to begin or currently enrolled at an Oregon Community College. The study explored the factors that challenge and facilitate foster alumni persistence towards the attainment of a college degree.

Thesis (M.Dev.) --University of Limpopo, 2012

The purpose of this study was to investigate the effect of untrained and trained peer tutors on the motor performance of students with developmental disabilities in integrated physical education classes. This study utilized a single subject delayed multiple baseline design across subjects. Six elementary age students with developmental disabilities and six nondisabled peer tutors participated in the study. The students were videotaped during their physical education class and data were analyzed on discrete motor skill responses. The students were assigned to one of two protocols. Protocol 1 consisted of three conditions; baseline, assistance by an untrained peer tutor, and assistance by a trained peer tutor. The results of Protocol 1 data revealed that trained peer tutors were effective at assisting subjects with developmental disabilities improve their motor performance, while untrained peer tutors were not. As a result of these findings Protocol 2 which consisted only of baseline and assistance by trained peer tutors, was utilized to replicate and provide additional support for the effect of trained peer tutors. The results of Protocol 2 revealed that trained peer tutors were effective at assisting subjects with developmental disabilities improve their motor performance in integrated physical education classes. Trained peer tutors were provided with instruction in the following three teaching areas: cueing, feedback, and reinforcement. The cueing techniques followed the system of least prompts and included verbal cueing, modeling, and physical assistance. Feedback information consisted of positive general and positive specific reinforcement. Peer tutors were trained over two 30 minute sessions. Pre-established criteria required the peer tutors to implement the teaching behaviors with the researcher a minimum of 4 out 5 times, and receive a score of 90% or better on the peer tutor quiz. All peers were successful at meeting this criteria. Data were collected on the tutors' teaching behaviors throughout the study via a wireless microphone. The results of the peer tutor data revealed that the tutors were able to implement the tutor training program. The results of this study demonstrate that elementary age peer tutors can be trained to provide assistance to students with developmental disabilities in integrated physical education classes. Recommendations for future research are provided based on the results of this study. / Graduation date: 1994