Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-06-14T23:02:09Z
No. of bitstreams: 1
disserta??o final - ROSEANE SUZART LEITE DIAS.pdf: 953287 bytes, checksum: df8afcf77c75eae6051dbd244e119099 (MD5) / Made available in DSpace on 2016-06-14T23:02:09Z (GMT). No. of bitstreams: 1
disserta??o final - ROSEANE SUZART LEITE DIAS.pdf: 953287 bytes, checksum: df8afcf77c75eae6051dbd244e119099 (MD5)
Previous issue date: 2015-10-01 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPESB / The aim of this study is to investigate the concept of body culture in children's education and it is justified by the importance that the body culture has for childhood development. Thus, our objective is to verify the concept of body culture present in Children's Education through the National Curriculum Referential analysis for Children's Education and the National Curriculum Guidelines for Children's Education; Identify the concept of human being/child, regular education/children's education that the National Curriculum Reference for Children's Education, the National Curriculum Guidelines for Children's Education and the National Policy for Children's Education support. Our hypothesis is that there is no scientific concepts in documents dealing on body culture and that this lack of scientific undertakes the process of learning in kindergarden. Therefore, our investigation aim to answer the following issues: What is the concept of human being/child and education/children's education wich sustain those official documents for teaching in Children's Education? In particular, what is the concept of body culture they assume? The starting point to build this work was given by the defense of the historical dialectical materialist knowledge's theory. Whereas research technique, we used the content analysis. We have presented the concept of human being, analyzed how this concept directs the course of training; then we have treated the specifics of child development, pedagogical concepts present in Children's Education institutions and the role of teachers in this development process; we have analyzed the concept of body culture and its role in the development process in childhood; after that, we have presented the analysis of the documents. Finally, we have found that the guiding documents of early Children's Education originate from a biologicist concept of development and are based on the pedagogy of "learning to learn". In conclusion, we seek to summarize the analysis results, we criticize the pedagogy of "learning to learn" and point out the importance of the children own the elements of body culture from an early age, realizing that they must be transmitted based on scientific concepts . / O presente trabalho investigou a concep??o de cultura corporal na Educa??o Infantil e justifica-se pela import?ncia que possui a cultura corporal para o desenvolvimento infantil. Assim, nosso bjetivo foi de constatar a concep??o de cultura corporal presente na Educa??o Infantil atrav?s da an?lise do Referencial Curricular Nacional para a Educa??o Infantil e das Diretrizes Curriculares Nacionais para a Educa??o Infantil; Identificar a concep??o de ser humano/crian?a, Educa??o/Educa??o Infantil que defendem o Referencial Curricular Nacional para a Educa??o Infantil, as Diretrizes Curriculares Nacionais para a Educa??o Infantil e a Pol?tica Nacional para a Educa??o Infantil. Nossa hip?tese foi que h? aus?ncia de conceitos cient?ficos nos documentos que tratam sobre a cultura corporal e que esta falta de cientificidade compromete o processo de aprendizagem na Educa??o Infantil. Neste sentido, nossa investiga??o parte da seguinte problem?tica: Qual a concep??o de ser humano/crian?a e de educa??o/educa??o infantil que sustentam os documentos oficiais para o Ensino na Educa??o Infantil? Em especial, qual a concep??o de cultura corporal presente neles? O ponto inicial para a constru??o desse trabalho se deu pela defesa da teoria do conhecimento materialista hist?rico dial?tico. Enquanto t?cnica de pesquisa, utilizamos a an?lise de conte?do. Expusemos sobre a concep??o de ser humano, analisando como esta concep??o direciona os rumos da forma??o; em seguida tratamos das especificidades do desenvolvimento infantil, as concep??es pedag?gicas presente nas institui??es de Educa??o Infantil e o papel dos professores neste processo de desenvolvimento; logo ap?s buscamos analisar a concep??o de cultura corporal e seu papel no processo de desenvolvimento na inf?ncia; ap?s isto, apresentamos a analise dos documentos. Ao fim, constatamos que os documentos orientadores da Educa??o Infantil, partem de uma concep??o biologicista de desenvolvimento e baseiam-se nas pedagogias do ?aprender a aprender?. Concluindo, n?s buscamos sintetizar os resultados da an?lise, tecemos cr?ticas ?s pedagogias do ?aprender a aprender? e destacando a import?ncia da apropria??o pelas crian?as dos elementos da cultura corporal desde a mais tenra idade, compreendendo que estes devem ser transmitidos tendo como base conceitos cient?ficos.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/340 |
| Date | 01 October 2015 |
| Creators | Dias, Roseane Suzart Leite |
| Contributors | Silva, Welington Ara?jo |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Educa??o, UEFS, Brasil, DEPARTAMENTO DE 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:Biblioteca Digital de Teses e Dissertações da UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -4285438101026463257, 600, 600, 600, 600, 3298115314873488434, -240345818910352367, 4767858349021390776 |
Page generated in 0.0028 seconds