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Previous issue date: 2012-07-06 / This research has as study objective the development of humanescent experience in the
process of self-formation of the teachers of the Infantile Educational Unit of the
Education Center of the Federal University of Rio Grande do Norte. It has as general
objective the description and analysis of how the humanscent experience of life
contributes and is manifested in the children educator in his way of being, living and in
his pedagogical practice. As specific objectives, the identification of the contributions of
the humanescent experiences in the children educator in his way of being, living and in
his pedagogical practice; the analysis of the contributions of the humanescent
experiences to the children educator from the ludopoetic categories self-esteem, selfworth,
self-realization, self-territory and self-connectivity. It is a descriptive study of
qualitative nature understood as an existential action research that uses the principles
and fundamentals of the etnomethodology and phenomenology. Sixteen teachers six
that are effective teachers, six substitute teachers and 4 interns - took part in this
investigation. Six humanescent experiences were carried out with them. As main tools
we point out: the participative observation, the sand game, the photographic register and
the semi-structured interview. The analyses were centered in the categories of the
ludopoetic system, described above and referred to in the theoretical fundamentals
selected for the study. From the analyses and to the answers to the objectives of the
study, we make clear the following considerations: the reports of the teachers reveal that
the humanescent experiences have contributed to make them more ludic, sensitive,
emotional and lovely people, and this has reflected in their educational practice and has
been making sense in their and their students lives. In this way, we make evident that
the humanescent experiences have contributed to improve the ludopoesis of the
teachers, revealing in the embodiment changes in their way of being, of living together
and in their educational practice. In relation to the contributions of the humanescent
experiences to the children educator from the ludopoetic categories self-esteem, selfworth,
self-realization, self-territory and self-connectivity, we emphasize the following
aspects: with the self-esteem, teachers have become more creative, rebuilding their
possibilities of intensely experiencing the pleasure of living; in the context of selfterritory,
the teachers have provided the realization of the wishes and expresson of
oneself while lively interacting with the environment and with the other different
territories of the educational process, in a continuous process of demarcation.
Concerning the self-connectivity category, we emphasize that the teachers started to
become more tuned with themselves, with the environment and with the other teachers
because of the general well-being to the success of personal, pedagogical and
institutional objectives, promoting a harmonic, lovely and ludic environment.
Concerning the self-worth category, the teachers have valued the struggle for a school
that is more committed with the search for happiness. From the self-realization, the
teachers have shown self-recognition while ludic beings, playing with the beauty in their lives, allowing the flowing in its completeness, the other possibilities of analysis,
the educational formation and development. We would like to emphasize that the
considerations above are not over after what has been presented because of the richness
of experiences revealed in the research / Esta pesquisa tem como objeto de estudo o desenvolvimento de viv?ncias
humanescentes no processo de autoforma??o das professoras da Unidade Educacional
Infantil, do Centro de Educa??o da Universidade Federal do Rio Grande do Norte.
Apresenta como objetivo geral: descrever e analisar como as viv?ncias humanescentes
contribuem e se evidenciam no educador infantil na sua forma de ser, no conviver e na
sua pr?tica pedag?gica. Como objetivos espec?ficos: identificar as contribui??es das
viv?ncias humanescentes no educador infantil na sua forma de ser, no conviver e na sua
pr?tica pedag?gica; Analisar as contribui??es das viv?ncias humanescentes para o
educador infantil a partir das categorias ludopoi?ticas autotelia, autovalia, autofrui??o,
autoterritorialidade e autoconectividade. Trata-se de um estudo descritivo de natureza
qualitativa compreendida como uma pesquisa a??o existencial, que adota os princ?pios e
fundamentos da etnometodologia e da fenomenologia. Participaram da investiga??o 16
(dezesseis) professoras, sendo 6 (seis) professoras efetivas, 6 (seis) professoras
substitutas e 4 (quatro) bolsistas. Com elas, foram desenvolvidas 6 (seis) viv?ncias
humanescentes. Como principais instrumentos destacamos: a observa??o participante, o
jogo de areia, o registro fotogr?fico e a entrevista semi estruturada. As an?lises foram
centralizadas nas categorias do sistema ludopoi?ticos: descritas acima e referenciadas
nos fundamentos te?ricos elegidos para o estudo. A partir das an?lises e em respostas
aos objetivos do estudo, evidenciamos as seguintes considera??es: Os relatos das
professoras revelaram que as viv?ncias humanescentes contribu?ram para que se
tornassem pessoas mais l?dicas, sens?veis, emocionais e amorosas, sendo isto tudo
extensivo a sua pr?tica educativa, que passou a ter sentido e significado para a sua vida
e de seus educandos. Nesse sentido, evidenciamos que as viv?ncias humanescentes
contribu?ram para impulsionar a ludopoiese das professoras, revelando na corporeidade
mudan?as na sua forma de ser, de conviver e na sua pr?tica educativa. Em rela??o ?s
contribui??es das viv?ncias humanescentes para o educador infantil a partir das
categorias ludopoi?ticas autotelia, autovalia, autofrui??o, autoterritorialidade e
autoconectividade ressaltam-se os seguintes aspectos: Com a autotelia as professoras
tornaram-se mais criativas, recriando suas possibilidades de experienciar intensamente o
prazer nos seus modos de viver/conviver encontrando sentido para sua vida; No
contexto da autoterritorialidade as professoras propiciaram a concretiza??o dos desejos
e express?o de si mesmas ao interagir vivencialmente com o meio e com os outros nos
diferentes territ?rios do processo educacional, em um processo cont?nuo de
demarca??es. Em termos da categoria da autoconectividade evidenciamos que as
professoras passaram a entrar em sintonia consigo mesmas, com o meio e com as
demais professoras em fun??o de um bem comum ao sucesso de metas pessoais,
pedag?gicas e institucionais promovendo um ambiente harmonioso, afetivo e l?dico.
Para a categoria da autovalia se revelaram nas professoras o valor na luta por uma
escola mais comprometida com a busca de ser feliz, da felicidade e da alegria de viver; A partir da autofrui??o as professoras revelaram um autorreconhecimento enquanto ser
l?dico, jogando com a beleza na sua vida e permitindo o fluir em plenitude. Destacamos
que as considera??es acima n?o se esgotaram no que foi apresentado a partir das
riquezas das experi?ncias relevadas pela pesquisa
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14551 |
| Date | 06 July 2012 |
| Creators | Costa, Massilde Martins da |
| Contributors | CPF:08599572415, http://lattes.cnpq.br/4163129273132129, Rocha, Maria Antonia Teixeira da, CPF:27177530444, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727371Z7, Pereira, Francisco de Assis, CPF:08613451420, Pires, Edmilson Ferreira |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| 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:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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