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Previous issue date: 2016-12-15 / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Children's literature and education are instances that complete the development of small
child. Through children's literature it?s possible to promote learning that child will carry on for
life. Considering this background, a descriptive research with a qualitative approach is
presented from the theoretical perspectives of Piaget, Bandura and Feuerstein. The overall
aim is to understand how to use children's literature in order to promote self-regulation
strategies with children from two to six years without losing its enjoyment space. Research
instruments were organized to meet the following specific aims: i) to plan, develop and
evaluate a continued training for teachers involved, during 2015 with the theme children's
literature, self-regulation and learning mediation; ii) to understand the selection criterion of
children's books by educators and which pedagogical practices members of the continued
formation considered the most appropriate to promote self-regulation and fruition from the
children's literature; iii) to socialize with team the most relevant practices and experiences
indicated by participants; iv) to analyze what was reported by teachers on children's literature
as fruition and as a means for develop self-regulation skills in children from two to six years;
v) to verify if it?s there is harmony between children's literature as a formative art and as
pedagogical use in unison on early childhood education. Twelve teachers who worked in
multigrade classes from kindergarten serving 354 children aged 2 to 6 years were study
participants. The instruments used were field diary records of continued formation, researcher
and participating teachers, observations of practices and interviews. For the understanding of
the empirical material were used the content analysis. The results obteined show that the
small child can self-regulate thoughts, feelings and actions by means of children's literature
since it is inserted in a learning process mediated by a teacher who develop activities guided
to fruition, for reflection and critical thinking. This analyzis indicates that mediated dialogue
after the planned intervention for harmony between pleasure and learning was the most
assertive activity to promote self-regulation with children of all investigated groups. In this
sense, we emphasize that teacher education was ssential for the developement of research,
preponderating the fact that it would not be possible to exercise the teaching profession with
fullness in the context studied if there was no initial or continuous training knowledge. The
conclusion is that the incentive for new researches and teacher training on the chosen
subject is urgently needed, so that you can advance studies to invest in the capacity of small
children and in the training of teachers for childhood, a barely explored field in academia. / Literatura infantil e educa??o s?o inst?ncias que se completam na forma??o da crian?a pequena. Por meio da literatura infantil ? poss?vel promover aprendizagens que a crian?a levar? consigo para toda a vida. Nesse contexto, trazemos uma pesquisa descritiva, com abordagem qualitativa, a partir das perspectivas te?ricas de Piaget, Bandura e Feuerstein. O objetivo geral do estudo consiste em compreender como utilizar a literatura infantil para promover estrat?gias da autorregula??o com crian?as de dois a seis anos, sem que a mesma perca seu espa?o de frui??o. Os instrumentos de pesquisa foram organizados para atender aos seguintes objetivos espec?ficos: i) planejar, desenvolver e avaliar uma forma??o continuada para os educadores envolvidos, no decorrer do ano de 2015, tendo como tem?tica a literatura infantil, a autorregula??o e a media??o do professor; ii) compreender crit?rios de escolha dos livros infantis pelos educadores e quais pr?ticas pedag?gicas os integrantes da forma??o continuada consideram como as mais adequadas para promover a autorregula??o e a frui??o; iii) socializar entre a equipe as pr?ticas e experi?ncias mais
relevantes, indicadas pelos participantes; iv) analisar o que relatam as professoras sobre a literatura infantil como frui??o e como meio para desenvolver as compet?ncias da autorregula??o em crian?as de dois a seis anos no contexto observado e v) verificar se ? poss?vel a harmonia entre a literatura infantil como arte formativa e como meio pedag?gico na Educa??o Infantil. Participaram do estudo 12 professoras que atuavam em classes multisseriadas da Educa??o Infantil, atendendo 354 crian?as de 2 a 6 anos. Os instrumentos
utilizados foram registros do di?rio de campo da forma??o continuada, da pesquisadora e das professoras participantes, observa??es de pr?ticas e entrevistas. Para a compreens?o do material emp?rico utilizou-se a an?lise de conte?do. Os resultados obtidos demonstram que a crian?a pequena consegue, por meio da literatura infantil, autorregular pensamentos, sentimentos e a??es, desde que inserida em uma aprendizagem mediada por um professor que tenha os conhecimentos necess?rios para desenvolver atividades abertas para a frui??o, para a reflex?o e para o pensamento cr?tico. Nossas an?lises indicam que o di?logo mediado, depois da interven??o planejada para a harmonia entre deleite e aprendizagem, foi a pr?tica pedag?gica mais assertiva para promover a autorregula??o, com crian?as de todas as turmas investigadas. Nesse sentido, salientamos que a forma??o docente foi essencial para o desenvolvimento da pesquisa, preponderando o fato de que n?o seria poss?vel o exerc?cio da profiss?o docente com plenitude no contexto estudado se n?o houvesse para isso um conhecimento formativo inicial ou continuado. Conclu?mos que o incentivo em novas
pesquisas e em forma??es docentes sobre a tem?tica escolhida se fazem urgentemente necess?rios, para que seja poss?vel avan?ar em estudos que invistam na capacidade das crian?as pequenas e na forma??o de professores para a inf?ncia, campos ainda pouco explorados no meio acad?mico.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/1021 |
| Date | 15 December 2016 |
| Creators | Koide, Adriana Batista de Souza |
| Contributors | Tortella, Jussara Cristina Barboza, Rocha, Maria Silvia Pinto de Moura Librandi da, Fuentes, Sonia |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, Brasil, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| 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 PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 835114043944023484, 500, 500, 600, 600, -6570820657482380988, 6947100024386004490, 3590462550136975366 |
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