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Previous issue date: 2016-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research presents the theme Pedagogical Practices in Early Childhood Education. Therefore, we question the issue: What should be taken into account when it comes to discussing planning, teaching, learning and assessment in Early Childhood Education? The guiding questions of this study were: 1. How teachers organize teaching with children from 4 to 5 years old in Early Childhood Education, taking into account the planning, teaching, learning and assessment? 2. When and how is the practice of reflection on own teaching activities in the daily lives of teachers surveyed? This is a qualitative research, characterized as a case study aimed to analyze the pedagogical practices in the context of two classes (level III and IV) Early Childhood Education considering the demands of the dimensions of planning, teaching, learning and assessment. The instruments used for data collection were observations, semi-structured interview and daily lesson in perspective Zabalza (2004). Data analysis was based on the theory of content analysis (Bardin, 2010). The theories behind the work line up to students in teacher training and pedagogical practices in Early Childhood Education, discussing the relationship between theoretical and practical knowledge of pedagogical action and reflection on their own teaching practice. As results of this research we can indicate that the pedagogical work must take into account the interest of the children; Pedagogical work projects should cover all areas of knowledge; Planning and teaching work should be aligned with the School's Political Pedagogical Project; Flexibility in planning; The organization of teaching; The valuation of the different languages; Recognition and respect for the uniqueness and diversity of children; The constant relationship between theory and practice; The commitment of all those involved in the educational process; The recording and reflection on the pedagogical practice itself; The mediating and formative evaluation. / Esta investiga??o apresenta a tem?tica Pr?ticas Pedag?gicas em Educa??o Infantil. Para tanto, problematizamos a seguinte quest?o: Em se tratando de pr?ticas pedag?gicas em Educa??o Infantil, que princ?pios e propostas n?o podem faltar? As quest?es norteadoras deste estudo foram: 1. De que forma os professores organizam o ensino junto a crian?as de 4 a 5 anos na Educa??o Infantil, levando-se em conta o planejamento, o ensino, a aprendizagem e a avalia??o? 2. Quando e como ocorre a pr?tica de reflex?o sobre a pr?pria a??o docente no cotidiano dos professores pesquisados? Trata-se de uma pesquisa qualitativa, caracterizada como estudo de caso, cujo objetivo foi analisar as pr?ticas pedag?gicas no contexto de duas turmas (n?vel III e IV) de Educa??o Infantil considerando as demandas das dimens?es do planejamento, ensino, aprendizagem e avalia??o. Os instrumentos utilizados para a coleta de dados foram observa??es, entrevista semiestruturada e di?rios de aula na perspectiva de Zabalza (2004). A an?lise de dados foi realizada com base na teoria da An?lise de Conte?do (BARDIN, 2010). As teorias que fundamentam o trabalho se alinham aos estudiosos em forma??o de professores e pr?ticas pedag?gicas em Educa??o Infantil, discutindo a rela??o entre os saberes te?ricos e pr?ticos da a??o pedag?gica e reflex?o sobre sua pr?pria pr?tica docente. Como resultados desta pesquisa podemos indicar que o trabalho pedag?gico deve levar em conta o interesse das crian?as; os projetos de trabalho pedag?gico devem abranger todas as ?reas do conhecimento; o planejamento e trabalho docente devem alinhar-se ao Projeto Pol?tico Pedag?gico da escola; a flexibilidade no planejamento; a organiza??o do ensino; a valoriza??o das diferentes linguagens; o reconhecimento e respeito ? singularidade e ? diversidade das crian?as; a rela??o constante entre teoria e pr?tica; o comprometimento de todos os envolvidos no processo educativo; o registro e reflex?o sobre a pr?pria pr?tica pedag?gica; a avalia??o mediadora e formativa.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7138 |
| Date | 14 December 2016 |
| Creators | Herbertz, Dirce Hechler |
| Contributors | Vit?ria, Maria In?s C?rte |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, 600, -6557531471218110192, -240345818910352367, 2075167498588264571 |
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