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Previous issue date: 2014-02-27 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Kindergarten teachers training gains the spotlight with the passing of Law number
9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of
basic education, with pedagogical function. In this spectrum, the discussion about
teacher training unravels to ensure social quality to education as well as the teacher s
specificities towards child singularities. Adding to that, the growing propagation of
Pedagogy in an undergraduate level, given that such course has been continually
transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting
the addition of curriculum components that are specific to upbringing. The complex
debate circa kindergarten teachers training has advancements and hardships that need to
be unveiled in order to improve both formation and social quality of education in the 0-
5 years old range. This investigation inserts itself in said context and aims to analyze
which knowledge, specific to kindergarten teaching are constructed, according to
undergraduate trainees, in Pedagogy s supervised internship. The study was conducted
alongside the discipline: Supervised Internship in Child Education ministered by the
Advanced Campus of Rio Grande do Norte s State University s in the municipality of
Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four
undergraduate interns. We first assumed that the development of teaching knowledge is
a complex process of appropriation of cultural-social practices and is symbolically
mediated by interactions that occur in the formation context, and the supervised
internship can be understood as a space for the articulation and enlargement of
theoretical and practical knowledge, directly related to the specificities of child
education. The theoretical-methodological foundation was based upon the historiccultural
approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences
research, as well as his postulates on learning and developmental processes, conceived
as both essentially social and discursive. The investigation approached the principles of
the qualitative perspective and to the construction and analysis of data, involved
documental analysis and, specially, semi-structured interviews, both individual and
collective, whose fundamental premise was the production-comprehension of meanings
in a dialogical perspective. The participants texts/speeches produced a synthesis that
points to the occurrence, within the supervised internship at CAP/UERN, of
internalization/appropriation processes and, as such, of formulation of meanings that are
pertinent to child education: child, childhood, kindergarten and teacher signification and
this stage s specific teaching knowledge. It stood out that the internship, alongside other
curriculum components, is, in fact, one of the primeval formation environment for the
teachers, in which the interns interact with their colleagues, supervisor professor,
collaborator professor, and of course, the children to construct their erudition. Such
interactions allow the undergraduate interns to develop attitudes and procedures to
reflect on what they know, what they ve done and what they can achieve. We have
concluded that the undergraduate internship can constitute itself as an articulatorconsolidator
environment in the future teacher s formation process and, since well
oriented, can provide the effective initiation, not only to the practice, but to the praxis as
a movement of non dissociability between theory and practice / A forma??o de professores para a Educa??o Infantil ganha visibilidade com a
promulga??o da Lei n? 9.394/96 (Lei de Diretrizes e Bases) que define esse segmento
como etapa inicial da Educa??o B?sica, com fun??o pedag?gica. Nesse cen?rio, a
discuss?o sobre forma??o docente articula-se ? garantia de qualidade social da educa??o
e ?s especificidades da atua??o do professor frente ?s singularidades infantis. Agrega-se
a esse quadro, a crescente difus?o da forma??o inicial em n?vel de gradua??o em
Pedagogia, curso que passa por transforma??es em fun??o das Diretrizes Curriculares
Nacionais para o Curso de Pedagogia (2006), com destaque para a inclus?o de
componentes curriculares obrigat?rios espec?ficos ? Educa??o Infantil. O debate sobre a
forma??o de professores para essa etapa revela-se complexo e multifacetado, com
avan?os e impasses que necessitam ser desvelados com vistas ? melhoria da forma??o e
da qualidade social da educa??o das crian?as de 0 a 5 anos. Nesse contexto, insere-se
essa investiga??o que tem como objetivo analisar que saberes espec?ficos ? atua??o
docente na Educa??o Infantil s?o constru?dos, segundo graduandos-estagi?rios, no
Est?gio Supervisionado do curso de Pedagogia. O estudo foi realizado junto ? disciplina
Est?gio Supervisionado em Educa??o Infantil do curso de Pedagogia do Campus
Avan?ado de Patu-UERN, contando com a participa??o de quatro Estagi?rios que
realizaram Est?gio no per?odo da pesquisa em 2012. Partimos do princ?pio de que a
constru??o de saberes docentes ? um processo de apropria??o de pr?ticas culturais social
e simbolicamente mediado em intera??es que ocorrem nos contextos formativos; e o
Est?gio Supervisionado pode constituir-se como espa?o de articula??o e amplia??o de
saberes te?ricos e pr?ticos relacionados ?s especificidades da Educa??o Infantil. A base
te?rico-metodol?gica teve como aportes as contribui??es da abordagem hist?ricocultural
de L. S. Vygotsky e do dialogismo de M. Bakhtin sobre a pesquisa nas ci?ncias
humanas, bem como seus postulados sobre os processos de aprendizagem e
desenvolvimento, concebidos como essencialmente sociais e discursivos. A abordagem
investigativa aproxima-se dos princ?pios da perspectiva qualitativa e envolveu, como
procedimentos para constru??o e an?lise de dados o question?rio, a an?lise de
documentos e, especialmente, entrevistas semiestruturadas (individuais e coletivas) cuja
premissa fundamental foi a produ??o-compreens?o de sentidos numa perspectiva
dial?gica. As s?nteses poss?veis constru?das com os textos/discursos dos part?cipes
apontam que no Est?gio Supervisionado em Educa??o Infantil do CAP/UERN
ocorreram processos de internaliza??o/apropria??o e, portanto, de elabora??o de
sentidos pertinentes ?s tem?ticas espec?ficas da Educa??o Infantil: significa??es de
crian?a, inf?ncia, educa??o infantil, professor e seus saberes docentes espec?ficos a essa
etapa. Destacou-se que o Est?gio configura-se como um dos contextos primordiais de
forma??o do professor em sua etapa inicial onde os Estagi?rios constroem
aprendizagens em intera??o com os outros agentes do processo (Professor Supervisor,
Professor Colaborador, Colegas do grupo e com as Crian?as) e em articula??o com
outros componentes curriculares vivenciados no Curso. Essas intera??es permitem que
os Estagi?rios-graduandos desenvolvam procedimentos e atitudes de reflex?o sobre o
que sabem, o que fizeram e possam vir a fazer. Conclu?mos que o Est?gio pode
constituir-se como inst?ncia articuladora-consolidadora do processo de forma??o do
futuro professor e, desde que orientado, pode propiciar a efetiva??o da inicia??o, n?o
apenas ? pr?tica, mas ? pr?xis, enquanto movimento de indissociabilidade entre teoria e
pr?tica
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14515 |
| Date | 27 February 2014 |
| Creators | Melo, Jacicleide Ferreira Targino da Cruz |
| Contributors | CPF:15678296434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939Y5, Dias, Adelaide Alves, CPF:42760585468, http://lattes.cnpq.br/8807229073239419, Benevides, Araceli Sobreira, CPF:08750079883, http://lattes.cnpq.br/0001733569978457, Andrade, ?rika dos Reis Gusm?o de, CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Ribeiro, M?rcia Maria Gurgel, CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Momo, Mariangela, CPF:49709119087, http://lattes.cnpq.br/6061996250283917, 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/doctoralThesis |
| 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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