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Previous issue date: 2018-02-21 / Childhood is an age-old mix, where everyone can imagine what they want to be and where
they want to go, transforming simple objects into fanciful inventions. It is in this context that
Children's Literature is an allied to the exercise of imagination and fantasy, but precisely in
Early Childhood Education, where, through the stories, it is possible to provide in a symbolic
and playful way formative aspects that contribute to the physical, social development and
psychological; being essential in this stage of formation the presence of the educator as
intermediary of the educational process. In this way, the school in the Child Education
scenario can reinforce this process, allying itself with the use of Children's Literature as an
instrument for the children's education. However, it is salutary to discuss such an alliance,
especially with reference to the teaching practices of Early Childhood Education directed to
Literature, since they have revealed that teachers have difficulties working in this context,
especially when the central axis turns to an issue of critical and citizen formation. For the
development of this research it was outlined as a general objective to analyze how the
teaching practice of the teachers of the municipal schools of Early Childhood Education in the
city of Ilha Grande do Piau?? - PI use or not the Children's Literature as an instrument for the
effective children. Specifically: Identify in the pedagogical proposals of the municipal schools
of Early Childhood Education of the city of Ilha Grande do Piau?? - PI the theoretical and
methodological orientations regarding the work with Children's Literature allied to the
children's citizenship education; To demonstrate the characteristics of the teaching practice of
teachers related to Children's Literature who work in the municipal schools of Early
Childhood Education in the city of Ilha Grande do Piau?? ??? PI. In terms of theoretical
contributions, the research highlighted: Angotti (2003), Frantz (2001), Machado (2004),
Sawaya (2000), Sisto (2010), Taylor; Bogdan (1984), Costa (1991), N??voa (1992), Triv??os
(1987), Alves (2004), Melo (2014), among others. The methodological procedures were based
on the qualitative approach, within the written narratives, through the documental analysis of
the Pedagogical Proposals, the observations of the classes of the teachers of three municipal
public schools of Early Childhood Education, of the class diaries and field diary. Interpretive
analysis was used to examine the data. defended by Zabalza (2004). The results point out that
all the teachers emphasized the importance of Children's Literature, associated to the reading
formation and the citizen formation, nevertheless, they reported their difficulties regarding
their use, claiming lack of resources and materials for such effectiveness, citing even the lack
of partnership to continue. It was also possible to verify that despite the significant
professional experience as teachers of Early Childhood Education, the collaborators cite the
existence of weaknesses in their continuing education, in what concerns the skills to develop
activities that contemplate Children's Literature as a tool for citizen training. / A inf??ncia ?? um misto de era uma vez, onde cada um pode imaginar o que quer ser e aonde
quer ir, transformando simples objetos em inven????es mirabolantes. ?? neste contexto que a
Literatura Infantil mostra-se uma aliada ao exerc??cio da imagina????o e da fantasia, mas
precisamente na Educa????o Infantil, onde, atrav??s dos contos, ?? poss??vel proporcionar de
maneira simb??lica e l??dica aspectos formativos que contribuem para o desenvolvimento
f??sico, social e psicol??gico; sendo essencial nessa etapa de forma????o a presen??a do educador
como intermedi??rio do processo educativo. Desta forma, a escola no cen??rio da Educa????o
Infantil pode refor??ar esse processo, aliando-se ao uso da Literatura Infantil como instrumento
de forma????o cidad?? das crian??as. Por??m, ?? salutar discutir tal alian??a, principalmente no que
se referem ??s pr??ticas docentes da Educa????o Infantil direcionadas ?? Literatura, uma vez que as
mesmas t??m revelado que os docentes apresentam dificuldades em trabalhar neste contexto,
principalmente quando o eixo central se volta a uma quest??o de forma????o cr??tica e cidad??.
Para o desenvolvimento desta pesquisa foi tra??ado como objetivo geral, analisar de que forma
a pr??tica docente dos professores das escolas municipais de Educa????o Infantil da cidade de
Ilha Grande do Piau?? - PI utilizam ou n??o a Literatura Infantil como instrumento para o
desenvolvimento da forma????o cidad?? das crian??as. De forma espec??fica: Identificar nas
propostas pedag??gicas das escolas municipais de Educa????o Infantil da cidade de Ilha Grande
do Piau?? - PI as orienta????es te??rico-metodol??gicas no que concerne ao trabalho com a
Literatura Infantil aliada a forma????o cidad?? das crian??as; Evidenciar quais as caracter??sticas
da pr??tica docente dos professores relacionadas ?? Literatura Infantil que atuam nas escolas
municipais de Educa????o Infantil da cidade de Ilha Grande do Piau?? ??? PI. Em termos de aportes
te??ricos, a pesquisa destacou: Angotti (2003), Frantz (2001), Machado (2004), Sawaya
(2000), Sisto (2010), Taylor; Bogdan (1984), Costa (1991), N??voa (1992), Triv??os (1987),
Alves (2004), Melo (2014), dentre outros. Os procedimentos metodol??gicos tiveram como
base a abordagem qualitativa, dentro das narrativas escritas, atrav??s da an??lise documental das
Propostas Pedag??gicas, das observa????es das aulas das professoras de tr??s escolas p??blicas
municipais de Educa????o Infantil, dos di??rios de aula e di??rio de campo. Para examinar os
dados utilizou-se a an??lise interpretativa, defendida por Zabalza (2004). Os resultados
apontam que todas as professoras enfatizaram a import??ncia da Literatura Infantil, associada ??
forma????o leitora e a forma????o cidad??, no entanto, relataram suas dificuldades quanto ao seu
uso, alegando falta de recursos e materiais para tal efetiva????o, citando inclusive a falta de
parceria da fam??lia para darem continuidade. Foi poss??vel verificar ainda que, apesar da
significativa experi??ncia profissional enquanto docentes da Educa????o Infantil, as
colaboradoras citam a exist??ncia de fragilidades na sua forma????o continuada, no que concerne
??s habilidades para o desenvolvimento de atividades que contemplem a Literatura Infantil
como instrumento de forma????o cidad??.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2386 |
| Date | 21 February 2018 |
| Creators | Marques, Kelly Cristina Vaz de Carvalho |
| Contributors | Sousa, Carlos ??ngelo de Meneses |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????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:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
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