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Previous issue date: 2017-07-31 / Reconhecendo a relev?ncia da participa??o das crian?as na organiza??o de pr?ticas
educativas e curriculares nas quais se encontram envolvidas, a presente pesquisa objetivou
analisar modos de participa??o de crian?as no desenvolvimento do curr?culo na Educa??o
Infantil. Assumindo aportes te?rico-metodol?gicos da abordagem qualitativa na perspectiva
hist?rico-cultural de L.S. Vygotsky e do dialogismo de M. Bakhtin, a pesquisa envolveu a
constru??o de dados emp?ricos mediante procedimentos de observa??o semiparticipativa,
entrevistas semiestruturadas individuais e coletivas e an?lise de documentos. O estudo teve
como l?cus uma institui??o de Educa??o Infantil da rede municipal, em um munic?pio do
interior do Rio Grande do Norte. Como sujeitos foram consideradas crian?as integrantes de
uma turma da pr?-escola, com idades entre cinco e seis anos, al?m da professora da turma
e a coordenadora pedag?gica do estabelecimento. A constru??o e a an?lise dos dados
assumiram, como fundamentos, significa??es contempor?neas de crian?a, educa??o infantil,
curr?culo e participa??o. Nessa discuss?o, as crian?as s?o concebidas como sujeitos
humanos com especificidades hist?ricas e sociais, capazes de aprender e se desenvolver
em condi??es de possibilidades, de produzir cultura e participar dos contextos em que
vivem. Da? porque a educa??o tem a fun??o social de promover seu desenvolvimento
integral por meio da promo??o de curr?culos compostos pelo conjunto de pr?ticas
desenvolvidas pelos profissionais respons?veis e vivenciadas pelas crian?as, articulando
saberes e experi?ncias que respeitem as especificidades infantis em contextos de intera??o
e ludicidade. A participa??o ? compreendida como inser??o ativa dos sujeitos nos processos
e rela??es que lhes dizem respeito: formula??o e express?o de opini?es, intera??es,
colabora??o, sentimentos, pontos de vista relativos ?s decis?es e a??es, exerc?cio de
escolhas, bem como a produ??o de solu??es e avalia??es propiciados pelo contexto em que
est?o. Da an?lise realizada participam, direta e indiretamente, do desenvolvimento do
curr?culo, conforme as seguintes acep??es: modo indireto, percebido quando a crian?a ?
considerada o centro do processo de ensino e aprendizagem nas proposi??es documentais
do PPP, ressaltando sua participa??o do desenvolvimento do curr?culo de diferentes modos,
ainda que contingenciados pelas condi??es mediadas pelas a??es da professora e da
institui??o: 1) modo indireto n?o ativo, mediante discursos, a??es e inten??es da
Professora e da Coordenadora, considerando o que definem ser de interesse e
necessidades das crian?as a partir do que observam de suas viv?ncias no contexto
educativo; 2) de modo direto ativo, quando s?o estimuladas pela professora a participarem
voluntariamente, mediante a flexibilidade da rotina, interagindo com seus pares e
Professora, opinando, colaborando com os pares nas atividades desenvolvidas e
conduzidas pela professora em momentos diversos da rotina e, principalmente, nas
situa??es de brincadeira no parque e na sala, ao decidirem quanto aos brinquedos e modos
de brincar; 3) de modo direto ?n?o ativo?, presente no contexto observado, quando as
crian?as, na maior parte dos momentos da rotina, realizam a??es definidas pela Professora,
n?o sendo consultadas na proposi??o de modos participativos. H? condi??es restritas de
participa??o efetiva na defini??o direta do curr?culo em contraponto com as prescri??es
observadas no PPP da institui??o e a efetiva??o das atividades que comp?em o curr?culo
como pr?xis. As pr?ticas da institui??o, uma vez integrante da totalidade do contexto
hist?rico e social em quest?o, remetem ? necessidade de reflex?o, autoavalia??o e
reestrutura??o das concep??es e a??es dos profissionais envolvidos, na perspectiva de
construir experi?ncias curriculares que incluam as crian?as como sujeitos part?cipes,
capazes de se inserir ativamente ? desde que mediados de modo sistem?tico e intencional ?
nas decis?es que as envolvem. / Recognizing the relevance of children?s participation in the organization of educational and
curricular practices in which they are involved, the present study aimed to analyze ways of
children's participation in curriculum development in Early Childhood Education. Assuming
theoretical-methodological contributions of the qualitative approach in a historical-cultural
perspective of L. S. Vygotsky and the dialogism of M. Bakhtin, the research involved the
construction of empirical data through semi-participatory observation procedures, individual
and collective semi-structured interviews and document analysis. The locus study was an
institution of Early Childhood Education of the municipal network, in a municipality of the
countryside of Rio Grande do Norte. The subjects were children belonging from a pre-school
class aged between five and six years, the class teacher and the pedagogical coordinator of
the establishment. The construction and analysis of the data assumed, as fundamentals,
contemporary meanings of children, early childhood education, curriculum and participation.
Children are conceived as human subjects with historical and social specificities, able to
learn and develop in conditions of possibilities, to produce culture and to participate in the
context in which they live; their education has a social function to promote their integral
development through the promotion of curricula composed of the set of practices and
experiences developed by the professionals responsible and experienced by the children,
articulating knowledge and experiences that respect their children's specifics in contexts of
interaction and play. Participation is understood as an active insertion of the subjects in the
processes and relationships that concern them: formulation and expression of opinions,
interactions, collaboration, feelings, points of view regarding decisions and actions, exercise
of choices and production of solutions and evaluations provided by the context in which they
are inserted. From the analysis carried out, they participate directly and indirectly in the
development of the curriculum. The indirect meaning is perceived when the child is
considered the center of the teaching and learning process in the documentary proposals of
the PPP, emphasizing its participation in the development of the curriculum in different ways,
even if contingent on the conditions mediated by the actions of the teacher and the
institution: 1) indirectly not active, through the speeches, actions and intentions of the
teacher and the coordinator, considering what they define to be of interest and needs of the
children from what they observe of their experiences in the educational context; 2) in a
direct active way, when they are stimulated by the teacher to participate voluntarily, through
the flexibility of the routine, interacting with their peers and teacher, opining, collaborating
with the peers in the activities developed and conducted by the teacher at different moments
of the routine and, mainly, in play situations in the park and in the room, when deciding on
toys and play modes; 3) in a direct ?non-active? way, present in the observed context,
when children, in most moments of the routine, perform actions defined by the teacher, not
being consulted in the proposition of participatory modes. There are restricted conditions of
effective participation in the direct curriculum definition as opposed to the prescriptions
observed in the PPP of the institution and the effectiveness of the activities that make up the
curriculum as praxis. The practices of the institution, as part of the entire historical and social
context, refer to the need for reflection, self-assessment and restructuring of the conceptions
and actions of the professionals involved, with a view to constructing curricular experiences
that include children as participants, capable of being inserted actively ? systematically and
intentionally ? in the decisions that involve them.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24565 |
| Date | 31 July 2017 |
| Creators | Lira, Cl?udia Dantas de Medeiros |
| Contributors | 15678296434, Momo, Mariangela, 49709119087, Capistrano, Naire Jane, 37938215449, Cruz, Rosimeire Costa de Andrade, 38335034320, Cruz, Silvia Helena Vieira, 06439752847, Lopes, Denise Maria de Carvalho |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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