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Previous issue date: 2016-02-26 / A tese tematiza quest?es relativas aos conhecimentos que podem constituir as experi?ncias vivenciadas por crian?as no cotidiano das institui??es de Educa??o Infantil e que, por conseguinte, constituem os curr?culos por elas vividos nesses contextos, mediante os quais ? juntamente a outras experi?ncias partilhadas em outros espa?os sociais ? elas interagem com a cultura e se constituem como sujeitos. As problematiza??es geradoras do estudo s?o desencadeadas em contextos de imprecis?es, contradi??es e embates acerca do que precisa constituir tais curr?culos. Consideramos que, historicamente, os sentidos circulantes acerca do que as crian?as podem aprender na educa??o infantil est?o sendo (in)definidos em, pelo menos, duas inst?ncias: uma deliberativa ? documentos de pol?ticas nacionais; e uma pr?tica ? planejamento/desenvolvimento de experi?ncias cotidianas de professores junto ?s crian?as nas institui??es educativas. Assim, a pesquisa busca responder ? quest?o: que sentidos s?o atribu?dos ao curr?culo e aos conhecimentos que podem se constituir como objetos e objetivos da educa??o infantil no texto das Diretrizes Curriculares Nacionais para Educa??o Infantil (DCNEI) e nas vozes de professores que atuam nessa etapa educativa? O estudo assumiu como aportes te?rico-metodol?gicos os princ?pios da abordagem hist?rico-cultural de L. S. Vigotski (2000; 2005; 2007; 2009) e da an?lise dial?gica do discurso de M. Bakhtin (1995; 2003). Desse modo, compreendendo que as significa??es/sentidos, enquanto produ??es humanas-sociais, s? podem ser estudadas em seu movimento de constitui??o. A investiga??o tem como objetivo: analisar os sentidos atribu?dos ao curr?culo e aos conhecimentos que podem/precisam se constituir como objetos/objetivos na educa??o infantil pelas DCNEI e por professores que atuam nessa etapa. Para tanto, desenvolvemos uma pesquisa de dupla natureza ? documental e emp?rica - com an?lise de documentos e entrevistas semiestruturadas, individuais e coletivas, com nove professoras da educa??o infantil que atuam em institui??es p?blicas. A constru??o e an?lise dos dados se deu em um movimento dial?gico de negocia??o e produ??o de sentidos sistematizados em dois campos tem?ticos presentes no objeto: 1) Sentidos relativos a curr?culo e 2) Sentidos relativos a conhecimentos. Mediante a an?lise empreendida, identificamos/organizamos eixos de sentidos: 1a) Sentidos sobre curr?culo nas DCNEI; 1b) Sentidos sobre curr?culo nas vozes de professoras (O que constitui curr?culo e processos de produ??o/defini??o do curr?culo); e 2a) Sentidos em torno de conhecimentos nas DCNEI (O que constitui conhecimento na/para educa??o infantil: diferentes patrim?nios de conhecimentos, conhecimentos e saberes, conhecimentos e linguagens, conhecimentos que constituem o curr?culo; o conhecimento nas intera??es e na brincadeira; o conhecimento e as experi?ncias educativas que integram o curr?culo); 2b) Sentidos de conhecimento nas vozes de professoras da educa??o infantil (O que as crian?as podem aprender nas experi?ncias educativas: conhecimentos como habilidades/capacidades do desenvolvimento infantil, conhecimentos relativos aos processos de alfabetiza??o e letramento, conhecimentos nas experi?ncias l?gico-matem?ticas, conhecimentos sobre o mundo f?sico e social, conhecimentos nas linguagens da arte, conhecimentos para os beb?s; modos organizativos de conhecimentos no curr?culo: eixos de conhecimentos - entre DCNEI e RCNEI, experi?ncias curriculares, intera??es e brincadeira). Verificamos encontros e desencontros acerca do que as crian?as precisam aprender na educa??o infantil entre as proposi??es das DCNEI e as vozes das professoras. A an?lise do texto oficial aponta para a necessidade de maior clareza, amplia??o e aprofundamento de suas defini??es, considerando que os professores precisam de ?chaves? n?o dispon?veis no texto, para acessar as significa??es nele contidas. Apontamos, ainda, a necessidade de maior investimento em forma??o em servi?o e condi??es de apropria??o, por parte de professores dessa etapa, das atuais proposi??es te?ricas e oficiais para a educa??o de crian?as muito pequenas e pequenas, fundamentais ao desenvolvimento e ? reflex?o de sua pr?pria pr?tica. / This thesis regards questions related to the knowledges that can constitute the experiences children have in kindergarten institutions on a daily basis that, by consequence, constitute the curricula they experience in this context, by which ? alongside other experiences from assorted social spaces ? they interact with culture and constitute themselves as subjects. The problematizations that generate this study unfold in a context of imprecision, contradictions and confrontations regarding what needs to constitute such curricula. Its considered that, historically, the circulating senses that children may learn in early education are being (un)defined in, at least, two instances: a deliberative one ? national policies documents; and a practical one ? planning/development of daily experiences of the teachers alongside their students in educational institutions. Thus, the research seeks to answer the question: ?Which senses are attributed to curriculum and the knowledges that can constitute the objects/objectives of child education by the National Curricular Directives for Child Education (port. DCNEI) and by teachers acting in this educational stage?? The study was theoretically-methodologically based in the principals of historical-cultural approach of L. S. Vigotski (2000; 2005; 2007; 2009) and in the dialogic analysis of M. Bakhtin?s discourse (1995; 2003). Thereby, understanding that the meanings/senses, while human-social productions, can only be studied in their constitution movement, the investigation has as objective: to analyze the senses attributed to the curriculum and the knowledges that might/need (to) constitute themselves as objects/objectives of child education by DCNEI and by teachers that act in this stage. Therefore, a dual nature research was devised ? documental and empirical, with document analysis and semi-structured interviews, both nine-person groups and individual public kindergarten teachers. The data construction and analysis unfolded in a dialogic movement of negotiation and production of senses systematized in two thematic fields present in the object: 1) senses related to curricula and 2) senses related to knowledges. With the analysis, directions of senses were identified/organized: 1a) senses on curricula of the DCNEI; 1b) senses on curricula on the voices of teachers (on what constitutes curriculum and the processes of production/definition of the curriculum); and 2a)senses regarding knowledge in the DCNEI (What constitutes knowledge in/for child education: different heritages of knowledge, knowledge and wisdom, knowledge and language, knowledges that constitute curricula; Knowledge in the interactions and playtimes; Knowledge and the educational experiences that compose the curriculum); 2b) senses of knowledge on the voices of kindergarten teachers (What children might learn in educational experiences: knowledge as abilities/capacities of child development, knowledge related to literacy processes, knowledge in logic/mathematical experiences, knowledge on the physical and social world, knowledge in art languages, knowledge for babies; Organizational means of knowledge in the curriculum: knowledge directions between DCNEI and RCNEI, curricular experiences, interactions and playtime). Agreements and disagreements were verified as to what children need to learn in child education between what is proposed in the DCNEI and the teachers. The official text?s analysis shows a need for more clarity, broadening and deepening of its definitions, considering the teachers need ?keys? unavailable in the text, to access the significations it contains. We still indicate the need for more investment in service formation and conditions for proper appropriation by the teachers of the current theoretical and official propositions for young and very young child education, groundwork for development and to the reflection of their own practices.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22052 |
| Date | 26 February 2016 |
| Creators | Dantas, Elaine Luciana Sobral |
| Contributors | 15678296434, Coutinho, Karyne Dias, 93225873004, Ribeiro, M?rcia Maria Gurgel, 20050755404, Momo, Mariangela, 49709119087, Porto, Z?lia Granja, 43532764415, Amorim, Ana Luisa Nogueira de, 76912620434, Dias, Adelaide Alves, 42760585468, Lopes, Denise Maria de Carvalho |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| 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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