Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Este estudo objetivou investigar as interaÃÃes de seis professoras com as crianÃas de quatro e cinco anos de suas turmas, em uma prÃ-escola pÃblica, focalizando os afetos e os atos agressivos docentes que pudessem emergir nesse processo. A fundamentaÃÃo teÃrica consistiu, essencialmente, na abordagem PsicogenÃtica da Pessoa Completa, de Henri Wallon (1981, 1986, 1989). As raras pesquisas relacionadas aos atos agressivos de docentes da EducaÃÃo Infantil fizeram nosso trabalho beber em fontes que pesquisam a relaÃÃo violÃncia e escola. AlÃm dessas perspectivas, contamos com as contribuiÃÃes de estudos contemporÃneos sobre a infÃncia, de diversas Ãreas (histÃria, filosofia, sociologia, psicologia e pedagogia), no intuito de resgatar as transformaÃÃes ou manutenÃÃo de concepÃÃes (crianÃa, infÃncia e EducaÃÃo Infantil) que permeiam a evoluÃÃo do atendimento dedicado Ãs crianÃas pequenas. A metodologia constou de observaÃÃes, apoiadas complementarmente pela Escala de Empenhamento do Adulto, uma entrevista com cada professora e dois grupos focais. As entrevistas individuais versaram sobre aspectos da formaÃÃo e vida profissional das professoras, com aprofundamento para suas concepÃÃes sobre as interaÃÃes que elas estabelecem com as crianÃas. Evidenciou-se que a formaÃÃo inicial das professoras à precÃria e que elas nÃo conseguem precisar os conhecimentos adquiridos que favorecem as interaÃÃes com as crianÃas. As professoras nÃo tÃm muita intimidade com a temÃtica. Os grupos focais pretenderam abarcar as concepÃÃes das professoras sobre atos agressivos, seus afetos e se elas os reconhecem em sua prÃtica cotidiana. As anÃlises mostraram que as professoras atribuem grande valor ao desenvolvimento intelectual das crianÃas, nÃo percebendo suas necessidades afetivas, psicomotoras e sociais. Apontam suas concepÃÃes de crianÃa na prÃ-escola como aluno, prÃ-escola como escola e desenvolvimento como aprender a ler, escrever e contar. SÃo unÃnimes em pensar que as crianÃas nÃo sÃo amadas e educadas por suas famÃlias. O contexto das interaÃÃes abriga um clima de tensÃo, e as professoras enxergam as crianÃas como suas inimigas. Creditam seu adoecimento (estresse, problemas na voz e outros) ao dia a dia com as crianÃas. Apontam atitudes e caracterÃsticas do professor favorÃveis e desfavorÃveis Ãs interaÃÃes com as crianÃas. As Ãltimas devem ser evitadas, muito menos pelo respeito a que as crianÃas tÃm direito, do que pela preocupaÃÃo em nÃo ter conflitos com suas famÃlias. As professoras revelam situaÃÃes nas quais âsaem do sÃrioâ e acabam falando grosserias, gritando, obrigando as crianÃas a fazerem coisas que nÃo desejam e dando puxÃes de braÃo. De modo geral, as professoras sÃo insensÃveis Ãs necessidades das crianÃas, adotam posturas autoritÃrias e centralizadoras, com Ãnfase no disciplinamento e na puniÃÃo do movimento infantil, nÃo conseguindo lidar com situaÃÃes de constante oposiÃÃo, preservaÃÃo de si e seduÃÃo, comportamentos tÃpicos das crianÃas no personalismo. Encontramos interaÃÃes verticalizadas e imperÃcia em relaÃÃo aos conflitos corriqueiros entre as crianÃas e entre as professoras e as crianÃas. / This study aimed at investigating about of the interaction established among six teachers and children aged four and five years old from their classrooms in a public preschool, focusing on their emotions and aggressive acts that teachers could emerge in the process. The theoretical foundation consisted essentially of the psychogenic approach of the Whole person, Henri Wallon (1981, 1986, 1989). The rare queries related to aggressive acts of teachers in kindergarten made our work rely on fountains which research the relationship between violence and school. In addition to these perspectives, we relied on contributions of contemporary studies on children in various areas (history, philosophy, sociology, psychology and pedagogy), in order to rescue the transformation or maintenance of conceptions (child, childhood and Early Childhood Education) which permeate the evolution of the service dedicated to small children. The methodology consisted of observations, supported additionally by the Adult Engagement Scale, an interview with each teacher and two focus groups. The individual interviews were about aspects of graduation and professional lives of the female teachers, getting deeper into their views about of the interactions they have with the children. It was evident that the initial graduation of the teachers is poor and they cannot establish the acquired knowledge which favors the interactions with children. The teachers do not have much familiarity with the subject. The focus groups intended to encompass the conceptions of the teachers about aggressive acts, their affections and if they recognize them in their daily practice. The analyses showed that the teachers attribute greater value to the intellectual development of the children, without perceiving their affective, psychomotor and social needs. They point out their conceptions of child in preschool as a student, preschool as school and development as to learn how to read, write and count. They are unanimous in thinking that the children are not loved and educated by their families. The context of the interactions shelters a climate of tension, and the teachers see the children as their enemies. They believe that their illness (stress, voice problems and others) come from their daily routine with the kids. They point to attitudes and characteristics of the teacher as favorable and unfavorable to the interactions with children. The later should be avoided, much less for the respect thatâs the childrenâs right, than by the concern not to have conflicts with their family. The teachers reveal situations in which "they lose their temper" and end up uttering rudeness, shouting, forcing children to do things they do not want to and tugging their arm. Overall, the teachers are insensitive towards the needs of the children, they adopt authoritarian and centralizing postures with emphasis on discipline and punishment of childâs movement, failing to deal with situations of constant opposition, their own preservation and seduction, typical behaviors of children in personalism. We found verticalized interactions and malpractice in relation to everyday conflicts among children and among teachers and children.
| Identifer | oai:union.ndltd.org:IBICT/oai:www.teses.ufc.br:7579 |
| Date | 30 January 2014 |
| Creators | Flaviana Oliveira de Carvalho |
| Contributors | Ana Maria Monte Coelho Frota, SÃlvia Helena Vieira Cruz, Maria Marina Dias Cavalcante, FÃtima Maria AraÃjo Saboia LeitÃo |
| Publisher | Universidade Federal do CearÃ, Programa de PÃs-GraduaÃÃo em EducaÃÃo, UFC, BR |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UFC, instname:Universidade Federal do Ceará, instacron:UFC |
| Rights | info:eu-repo/semantics/openAccess |
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