nÃo hà / O presente estudo teve como objetivo central analisar o papel da Auxiliar da EducaÃÃo Infantil no contexto de Creche no municÃpio de Fortaleza. Contou com as contribuiÃÃes de diferentes autores. Inicialmente, ao revisitar a HistÃria da EducaÃÃo Infantil, buscando conhecer a gÃnese da docÃncia com crianÃas pequenas, utilizou-se das ideias de Vieira (1988, 1999), Arce (2001, 1997), Louro (1997), Rosemberg (1999, 2003a, 2003b, 2008), Kramer (2011a), Oliveira (2011a), Kuhlmann Jr. (2000, 2015), dentre outros. Estes estudiosos reforÃam a compreensÃo de que a atividade docente nesta etapa educacional nasce da prÃtica nÃo profissional, de um cenÃrio com pouco investimento financeiro, marcado por uma concepÃÃo educacional assistencialista e pelo mito da educadora nata. Em seguida, visando refletir sobre a docÃncia com crianÃas em Creches e PrÃ-Escolas a partir da inserÃÃo da EducaÃÃo Infantil na primeira etapa da EducaÃÃo BÃsica, considerando as especificidades das crianÃas pequenas, o paradigma do cuidado e da educaÃÃo e o professor como o profissional legitimado a atuar nesse cenÃrio, recorreu-se a Oliveira-Formosinho (2011, 2002), Duarte (2011), Martins Filho (2013), GonÃalves (2014) e Schmitt (2014). AlÃm disso, foram considerados importantes documentos de Ãmbito nacional e municipal, como a ConstituiÃÃo Federal (BRASIL, 1988), a Lei de Diretrizes e Bases da EducaÃÃo Nacional (BRASIL, 1996a), as Diretrizes Curriculares Nacionais para a EducaÃÃo Infantil (BRASIL, 2009a) e a ResoluÃÃo Municipal n 002/2010 (FORTALEZA, 2010). A fim de compreender o fenÃmeno enfocado, optou-se pela realizaÃÃo de uma pesquisa de abordagem qualitativa (BOGDAN; BIKLEN, 1994), com algumas caracterÃsticas de um Estudo de Caso (LÃDKE; ANDRÃ, 1986; GIL, 2008). Para a geraÃÃo de dados (GRAUE; WALSH, 2003) foram realizadas a aplicaÃÃo de questionÃrio com as Auxiliares, seÃÃes de observaÃÃo participante e entrevistas individuais com os sujeitos da pesquisa, professoras e coordenadora da instituiÃÃo investigada. A anÃlise dos dados, dentre outros aspectos, revelou: 1) um grupo profissional docente heterogÃneo e admitido de forma diferenciada; 2) que o trabalho cotidiano das Auxiliares consiste em prÃticas de cuidado e educaÃÃo dirigidas Ãs crianÃas, mas, apesar disso, nÃo à percebido como prÃtica docente, como aÃÃo âpedagÃgicaâ e 3) uma percepÃÃo da Auxiliar como profissional importante no contexto da EducaÃÃo Infantil, dadas Ãs tarefas que desenvolve, mas que à vista como profissional responsÃvel pelo âcuidadoâ, tratando-se de uma funÃÃo complementar ao papel âpedagÃgicoâ das professoras. Os achados desta pesquisa apresentam uma EducaÃÃo Infantil acometida pela âmaldiÃÃo de SÃsifoâ (ROSEMBERG, 2003b) e apontam a urgÃncia de revisÃo dos elementos que constituem a docÃncia com crianÃas pequenas, especialmente, na rede pÃblica do municÃpio pesquisado. / The present study had as main objective to analyze the role of the Auxiliary of Infant
Education in the context of Day Care in the city of Fortaleza. To support this study, the
theoretical basis was based on different authors. Initially, when revisiting the History of Early
Childhood Education, seeking to know the genesis of teaching for young children, the ideas of
Vieira (1999, 1988), Arce (2001, 1997), Louro (1997), Rosemberg (1999, 2003a, 2003b,
2008), Kramer (2011a), Oliveira (2011a), Kuhlmann Jr. (2000, 2015), among others,
revealing that the teaching activity in this sector was born from non-professional practice,
marked by the assistance and the myth of the cream educator. Next, it was reflected on
teaching for young children from the insertion of Early Childhood Education in the first stage
of Basic Education, considering the paradigm of care, the specifics of small children and the
teacher as a professional legitimized to work in this sector. For this, authors such as OliveiraFormosinho
(2002, 2011), Duarte (2011), Martins Filho (2013), GonÃalves (2014) and
Schmitt (2014) have proved fundamental to weave such reflections. In addition, important
national and municipal documents were considered, such as the Federal Constitution
(BRASIL, 1988), the Law on Guidelines and Bases of National Education (BRASIL, 1996a),
the Curriculum Guidelines for Early Childhood Education (BRASIL, 2009a) and Municipal
Resolution n. 002/2010 (FORTALEZA, 2010). In order to understand the focused
phenomenon, a qualitative approach was chosen (BOGDAN; BIKLEN, 1994), having as a
methodological strategy the Case Study (LÃDKE; ANDRÃ, 1986; GIL, 2008). For data
generation (GRAUE; WALSH, 2003), a questionnaire was applied with the Assistants,
participant observation sections and individual interviews with the research subjects, teachers
and coordinator of the research institution. Data analysis, among other aspects, revealed: 1) a
heterogeneous professional group, with or without qualification for differentiated teaching
and admission; 2) found that the Auxiliaryâs daily work consists of care and education
practices directed at children, but nonetheless, it is not perceived as a teaching practice, as a
âpedagogicâ action; 3) a perception of the Auxiliary as an important professional in the
context of Early Childhood Education, due to the tasks they carry out, but, as supposed to be a
developer of âcareâ and âteaching supportâ practices, being therefore a complementary
function to the âpedagogicalâ of the teachers. Thus, the findings of this research present a
Child Education undertaken by the âCurse of Sisyphusâ (ROSEMBERG, 2003b) and which
presents the urgency of reviewing the elements that constitute teaching for young children and
point out the urgency of reviewing the elements that constitute teaching with young children,
especially in the public network of the municipality surveyed.
| Identifer | oai:union.ndltd.org:IBICT/oai:www.teses.ufc.br:12623 |
| Date | 30 October 2017 |
| Creators | Maria Nerice dos Santos Pinheiro |
| Contributors | Rosimeire Costa de Andrade Cruz, SÃlvia Helena Vieira Cruz, Eloisa Acires Candal Rocha |
| Publisher | Universidade Federal do CearÃ, Programa de PÃs-GraduaÃÃo em EducaÃÃo, UFC, BR |
| 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 UFC, instname:Universidade Federal do Ceará, instacron:UFC |
| Rights | info:eu-repo/semantics/openAccess |
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