Proposta Curricular para Educação infantil: (re) significando saberes docentes

The theory contemporary in the field of early children education, as well the legal discourse and official texts valid in our country point to the need for systematization of proposals pedagogic / curriculum in institutions, built and carried out by subjects that act as factor of assurance care qual...

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Autor principal:	Sobral, Elaine Luciana da Silva
Outros Autores:	Lopes, Denise Maria de Carvalho
Formato:	Dissertação
Idioma:	por
Publicado em:	Universidade Federal do Rio Grande do Norte
Assuntos:	Educação infantil Proposta curricular Saberes docentes Pesquisa-ação Education children Proposal curriculum Knowledge teachers Research-action CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PRE-ESCOLAR
Endereço do item:	https://repositorio.ufrn.br/jspui/handle/123456789/14277
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id	ri-123456789-14277
record_format	dspace
institution	Repositório Institucional
collection	RI - UFRN
language	por
topic	Educação infantil Proposta curricular Saberes docentes Pesquisa-ação Education children Proposal curriculum Knowledge teachers Research-action CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PRE-ESCOLAR
spellingShingle	Educação infantil Proposta curricular Saberes docentes Pesquisa-ação Education children Proposal curriculum Knowledge teachers Research-action CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PRE-ESCOLAR Sobral, Elaine Luciana da Silva Proposta Curricular para Educação infantil: (re) significando saberes docentes
description	The theory contemporary in the field of early children education, as well the legal discourse and official texts valid in our country point to the need for systematization of proposals pedagogic / curriculum in institutions, built and carried out by subjects that act as factor of assurance care quality. Quest us about what knowledge are required to teachers in developing a proposed curriculum for children education. Defined as an object of study, the knowledge teachers necessary for the development of a proposed curriculum for children education. As goals, assume: investigate teachers knowledge necessary for the development of a proposed curriculum in a Public Institution for children education and contribute to the (new) meaning on the part of teachers, knowledge needed to build a proposed curriculum for children education. Assuming the principles of the paradigm of qualitative research, we have developed a research institution of a children education Network Public Hall of Ceará-Mirim-RN, which serves children of four and five years old (preschool) with the participation of 17 teachers and two supervisory (teachers) that institution - subject of our research. Therefore, we have adopted the principles of action research, according to which the knowledge gained through research should build so shared / dialogue in the relationship between researcher and participants, what is the implementation of an effective action formative. As the search procedures developed observations no-teaching participants in the meetings and activities of the classroom; semi-structured interviews (individual and collective) with teachers and supervisors; analysis of school documents and participant observation in the seminars of studies reflective. The latter is implemented as key moments of speech and thought, and finally to (new) meaning of knowledge, the subject of the research-action. For these knowledge, the systematization of the register built was developed based on the principles of analysis of Content that guided us to the definition of two categories 1) knowledge teachers concerning conceptions of curriculum / proposed curriculum and 2) knowledge teachers concerning specifics of children education. From these were built subs representing thematings more specific and significant, among the many that emerged in the analysis: 1.1) Definitions of curriculum and curriculum proposal; 1.2) The subjects makers / implementing a curriculum / proposed curriculum; 1.3) elements constituting a curriculum / proposed curriculum for children education and 2.1) Functions of children education and conception of child; 2.2) The space of the play in the organization of routine. Under the intervention could significant advances with regard to (new) meaning of such knowledge from the subjects, with major disruptions to their original designs. These are presented and reflected in this work. In front of this movement, transformation, made the need for a permanent work in the context of the institution of in-service training, or mediated by pedagogical coordinator or other to assume this role with teachers, in order to provide the development and effectiveness of proposed curriculum consistent and contextualized in practice effective with the children concrete envisage the service to their specificities and a quality education
author2	Lopes, Denise Maria de Carvalho
author_facet	Lopes, Denise Maria de Carvalho Sobral, Elaine Luciana da Silva
format	masterThesis
author	Sobral, Elaine Luciana da Silva
author_sort	Sobral, Elaine Luciana da Silva
title	Proposta Curricular para Educação infantil: (re) significando saberes docentes
title_short	Proposta Curricular para Educação infantil: (re) significando saberes docentes
title_full	Proposta Curricular para Educação infantil: (re) significando saberes docentes
title_fullStr	Proposta Curricular para Educação infantil: (re) significando saberes docentes
title_full_unstemmed	Proposta Curricular para Educação infantil: (re) significando saberes docentes
title_sort	proposta curricular para educação infantil: (re) significando saberes docentes
publisher	Universidade Federal do Rio Grande do Norte
publishDate	2014
url	https://repositorio.ufrn.br/jspui/handle/123456789/14277
work_keys_str_mv	AT sobralelainelucianadasilva propostacurricularparaeducacaoinfantilresignificandosaberesdocentes
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spelling	ri-123456789-142772017-11-01T22:03:06Z Proposta Curricular para Educação infantil: (re) significando saberes docentes Sobral, Elaine Luciana da Silva Lopes, Denise Maria de Carvalho http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939Y5 Sá, Lenilde Duarte de http://lattes.cnpq.br/6801469017582405 Ribeiro, Márcia Maria Gurgel http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0 Alves, Jefferson Fernandes http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6 Educação infantil Proposta curricular Saberes docentes Pesquisa-ação Education children Proposal curriculum Knowledge teachers Research-action CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PRE-ESCOLAR The theory contemporary in the field of early children education, as well the legal discourse and official texts valid in our country point to the need for systematization of proposals pedagogic / curriculum in institutions, built and carried out by subjects that act as factor of assurance care quality. Quest us about what knowledge are required to teachers in developing a proposed curriculum for children education. Defined as an object of study, the knowledge teachers necessary for the development of a proposed curriculum for children education. As goals, assume: investigate teachers knowledge necessary for the development of a proposed curriculum in a Public Institution for children education and contribute to the (new) meaning on the part of teachers, knowledge needed to build a proposed curriculum for children education. Assuming the principles of the paradigm of qualitative research, we have developed a research institution of a children education Network Public Hall of Ceará-Mirim-RN, which serves children of four and five years old (preschool) with the participation of 17 teachers and two supervisory (teachers) that institution - subject of our research. Therefore, we have adopted the principles of action research, according to which the knowledge gained through research should build so shared / dialogue in the relationship between researcher and participants, what is the implementation of an effective action formative. As the search procedures developed observations no-teaching participants in the meetings and activities of the classroom; semi-structured interviews (individual and collective) with teachers and supervisors; analysis of school documents and participant observation in the seminars of studies reflective. The latter is implemented as key moments of speech and thought, and finally to (new) meaning of knowledge, the subject of the research-action. For these knowledge, the systematization of the register built was developed based on the principles of analysis of Content that guided us to the definition of two categories 1) knowledge teachers concerning conceptions of curriculum / proposed curriculum and 2) knowledge teachers concerning specifics of children education. From these were built subs representing thematings more specific and significant, among the many that emerged in the analysis: 1.1) Definitions of curriculum and curriculum proposal; 1.2) The subjects makers / implementing a curriculum / proposed curriculum; 1.3) elements constituting a curriculum / proposed curriculum for children education and 2.1) Functions of children education and conception of child; 2.2) The space of the play in the organization of routine. Under the intervention could significant advances with regard to (new) meaning of such knowledge from the subjects, with major disruptions to their original designs. These are presented and reflected in this work. In front of this movement, transformation, made the need for a permanent work in the context of the institution of in-service training, or mediated by pedagogical coordinator or other to assume this role with teachers, in order to provide the development and effectiveness of proposed curriculum consistent and contextualized in practice effective with the children concrete envisage the service to their specificities and a quality education As teorizações contemporâneas no campo da educação infantil, bem como o discurso legal e os textos oficiais vigentes em nosso país apontam para a necessidade de sistematização de propostas pedagógicas/curriculares nas instituições, construídas e efetivadas pelos sujeitos que nelas atuam, como fator de garantia de um atendimento de qualidade. Questionamo-nos sobre quais saberes são necessários aos professores no desenvolvimento de uma proposta curricular para a educação infantil. Definimos, como objeto de estudo, os saberes docentes necessários ao desenvolvimento de uma proposta curricular para educação infantil. Como objetivos, assumimos: investigar saberes docentes necessários ao desenvolvimento de uma proposta curricular numa Instituição Pública de Educação Infantil e Contribuir para a (re) significação, por parte de professores, de saberes necessários à construção de uma proposta curricular para a educação infantil. Assumindo os princípios do paradigma qualitativo de pesquisa, desenvolvemos a investigação numa instituição de educação infantil da Rede Pública Municipal de Ceará-Mirim-RN, que atende crianças de quatro e cinco anos (pré-escola) contando com a participação de 17 professores e duas supervisoras (professoras) dessa instituição - sujeitos de nossa pesquisa. Para tanto, adotamos os princípios de uma pesquisa-ação, segundo os quais, os conhecimentos resultantes da investigação se constroem de modo compartilhado/dialogado na relação entre pesquisador e participantes, o que constitui a concretização de uma efetiva ação formativa. Como procedimentos de pesquisa desenvolvemos observações não-participantes nas reuniões pedagógicas e nas atividades de sala de aula; entrevistas semi-estruturadas (individuais e coletivas) com professores e supervisoras; análise de documentos escolares e observação participante nos seminários de estudos reflexivos. Estes últimos se concretizaram como sendo momentos cruciais de intervenção e reflexão e, por fim, de (re)significação dos saberes, objeto da investigação-ação. Em relação a esses saberes, a sistematização dos dados construídos foi desenvolvida com base nos princípios da Análise de Conteúdo que nos orientaram à definição de duas categorias 1) Saberes docentes relativos às concepções de currículo/proposta curricular e 2) Saberes docentes relativos às especificidades da educação infantil. A partir destes foram construídas subcategorias que representam tematizações mais específicas e significativas, entre as muitas que emergiram na análise: 1.1) Definições de currículo e proposta curricular; 1.2) Os sujeitos fazedores/executores de um currículo/proposta curricular; 1.3) Elementos constitutivos de um currículo/proposta curricular para a educação infantil e 2.1) Funções da educação infantil e a concepção de criança; 2.2) O espaço da brincadeira na organização da rotina. No âmbito da intervenção pudemos entrever avanços significativos no que se refere à (re)significação de tais saberes por parte dos sujeitos, configurando rupturas importantes com suas concepções iniciais. Estas são apresentadas e refletidas neste trabalho. Frente a esse movimento de transformação, apontamos para a necessidade de um trabalho permanente, no contexto da instituição, de formação em serviço, mediado pelo coordenador pedagógico ou outro(s) que assumam esse papel junto aos professores, de modo a propiciar a elaboração e a efetivação de propostas curriculares coerentes e contextualizadas na prática efetiva com as crianças concretas perspectivando o atendimento às suas especificidades e uma educação de qualidade 2014-12-17T14:36:10Z 2009-02-26 2014-12-17T14:36:10Z 2008-03-30 masterThesis SOBRAL, Elaine Luciana da Silva. Proposta Curricular para Educação infantil: (re) significando saberes docentes. 2008. 166 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. https://repositorio.ufrn.br/jspui/handle/123456789/14277 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Educação Educação

Proposta Curricular para Educação infantil: (re) significando saberes docentes

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