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Previous issue date: 2008-03-30 / The theory contemporary in the field of early children education, as well the legal discourse and official texts valid in our country point to the need for systematization of proposals pedagogic / curriculum in institutions, built and carried out by subjects that act as factor of assurance care quality. Quest us about what knowledge are required to teachers in developing a proposed curriculum for children education. Defined as an object of study, the knowledge teachers necessary for the development of a proposed curriculum for children education. As goals, assume: investigate teachers knowledge necessary for the
development of a proposed curriculum in a Public Institution for children education and contribute to the (new) meaning on the part of teachers, knowledge needed to build a
proposed curriculum for children education. Assuming the principles of the paradigm of qualitative research, we have developed a research institution of a children education
Network Public Hall of Cear?-Mirim-RN, which serves children of four and five years old (preschool) with the participation of 17 teachers and two supervisory (teachers) that institution -
subject of our research. Therefore, we have adopted the principles of action research, according to which the knowledge gained through research should build so shared / dialogue in the relationship between researcher and participants, what is the implementation of an effective action formative. As the search procedures developed observations no-teaching participants in the meetings and activities of the classroom; semi-structured interviews
(individual and collective) with teachers and supervisors; analysis of school documents and participant observation in the seminars of studies reflective. The latter is implemented as key moments of speech and thought, and finally to (new) meaning of knowledge, the subject of the research-action. For these knowledge, the systematization of the register built was developed based on the principles of analysis of Content that guided us to the definition of two categories 1) knowledge teachers concerning conceptions of curriculum / proposed curriculum and 2) knowledge teachers concerning specifics of children education. From these were built subs representing thematings more specific and significant, among the many that emerged in the analysis: 1.1) Definitions of curriculum and curriculum proposal; 1.2) The subjects makers / implementing a curriculum / proposed curriculum; 1.3) elements constituting a curriculum / proposed curriculum for children education and 2.1) Functions of children education and conception of child; 2.2) The space of the play in the organization of routine. Under the intervention could significant advances with regard to (new) meaning of
such knowledge from the subjects, with major disruptions to their original designs. These are presented and reflected in this work. In front of this movement, transformation, made the
need for a permanent work in the context of the institution of in-service training, or mediated by pedagogical coordinator or other to assume this role with teachers, in order to provide the development and effectiveness of proposed curriculum consistent and contextualized in practice effective with the children concrete envisage the service to their specificities and a quality education / As teoriza??es contempor?neas no campo da educa??o infantil, bem como o discurso legal e os textos oficiais vigentes em nosso pa?s apontam para a necessidade de sistematiza??o de propostas pedag?gicas/curriculares nas institui??es, constru?das e efetivadas pelos sujeitos que nelas atuam, como fator de garantia de um atendimento de qualidade. Questionamo-nos sobre quais saberes s?o necess?rios aos professores no desenvolvimento de uma proposta curricular para a educa??o infantil. Definimos, como objeto de estudo, os saberes docentes necess?rios ao desenvolvimento de uma proposta curricular para educa??o infantil. Como objetivos, assumimos: investigar saberes docentes necess?rios ao desenvolvimento de uma proposta curricular numa Institui??o P?blica de Educa??o Infantil e Contribuir para a (re) significa??o, por parte de professores, de saberes necess?rios ? constru??o de uma proposta curricular para a educa??o infantil. Assumindo os princ?pios do paradigma qualitativo de pesquisa, desenvolvemos a investiga??o numa institui??o de educa??o infantil da Rede P?blica Municipal de Cear?-Mirim-RN, que atende crian?as de quatro e cinco anos (pr?-escola) contando com a participa??o de 17 professores e duas supervisoras (professoras) dessa institui??o - sujeitos de nossa pesquisa. Para tanto, adotamos os princ?pios de uma pesquisa-a??o, segundo os quais, os conhecimentos resultantes da investiga??o se constroem de modo compartilhado/dialogado na rela??o entre pesquisador e participantes, o que constitui a concretiza??o de uma efetiva a??o formativa. Como procedimentos de pesquisa desenvolvemos observa??es n?o-participantes nas reuni?es pedag?gicas e nas atividades de sala de aula; entrevistas semi-estruturadas (individuais e coletivas) com professores e supervisoras; an?lise de documentos escolares e observa??o participante nos semin?rios de estudos reflexivos. Estes ?ltimos se concretizaram como sendo momentos cruciais de interven??o e reflex?o e, por fim, de (re)significa??o dos saberes, objeto da investiga??o-a??o. Em rela??o a esses saberes, a sistematiza??o dos dados constru?dos foi desenvolvida com base nos princ?pios da An?lise de Conte?do que nos orientaram ? defini??o de duas categorias 1) Saberes docentes relativos ?s concep??es de curr?culo/proposta curricular e 2) Saberes docentes relativos ?s especificidades da educa??o infantil. A partir destes foram constru?das subcategorias que representam tematiza??es mais espec?ficas e significativas, entre as muitas que emergiram na an?lise: 1.1) Defini??es de curr?culo e proposta curricular; 1.2) Os sujeitos fazedores/executores de um curr?culo/proposta curricular; 1.3) Elementos constitutivos de um curr?culo/proposta curricular para a educa??o infantil e 2.1) Fun??es da educa??o infantil e a concep??o de crian?a; 2.2) O espa?o da brincadeira na organiza??o da rotina. No
?mbito da interven??o pudemos entrever avan?os significativos no que se refere ? (re)significa??o de tais saberes por parte dos sujeitos, configurando rupturas importantes com suas concep??es iniciais. Estas s?o apresentadas e refletidas neste trabalho. Frente a esse movimento de transforma??o, apontamos para a necessidade de um trabalho permanente, no contexto da institui??o, de forma??o em servi?o, mediado pelo coordenador pedag?gico ou outro(s) que assumam esse papel junto aos professores, de modo a propiciar a elabora??o e a efetiva??o de propostas curriculares coerentes e contextualizadas na pr?tica efetiva com as crian?as concretas perspectivando o atendimento ?s suas especificidades e uma educa??o de qualidade
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14277 |
| Date | 30 March 2008 |
| Creators | Sobral, Elaine Luciana da Silva |
| Contributors | CPF:15678296434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939Y5, S?, Lenilde Duarte de, CPF:48661767415, http://lattes.cnpq.br/6801469017582405, Ribeiro, M?rcia Maria Gurgel, CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Alves, Jefferson Fernandes, CPF:40692345434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6, Lopes, Denise Maria de Carvalho |
| 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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