Ludopoiese e humanescência no educador infantil
This research has as study objective the development of humanescent experience in the process of self-formation of the teachers of the Infantile Educational Unit of the Education Center of the Federal University of Rio Grande do Norte. It has as general objective the description and analysis of how...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14551 |
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| Resumo: | This research has as study objective the development of humanescent experience in the
process of self-formation of the teachers of the Infantile Educational Unit of the
Education Center of the Federal University of Rio Grande do Norte. It has as general
objective the description and analysis of how the humanscent experience of life
contributes and is manifested in the children educator in his way of being, living and in
his pedagogical practice. As specific objectives, the identification of the contributions of
the humanescent experiences in the children educator in his way of being, living and in
his pedagogical practice; the analysis of the contributions of the humanescent
experiences to the children educator from the ludopoetic categories self-esteem, selfworth,
self-realization, self-territory and self-connectivity. It is a descriptive study of
qualitative nature understood as an existential action research that uses the principles
and fundamentals of the etnomethodology and phenomenology. Sixteen teachers six
that are effective teachers, six substitute teachers and 4 interns - took part in this
investigation. Six humanescent experiences were carried out with them. As main tools
we point out: the participative observation, the sand game, the photographic register and
the semi-structured interview. The analyses were centered in the categories of the
ludopoetic system, described above and referred to in the theoretical fundamentals
selected for the study. From the analyses and to the answers to the objectives of the
study, we make clear the following considerations: the reports of the teachers reveal that
the humanescent experiences have contributed to make them more ludic, sensitive,
emotional and lovely people, and this has reflected in their educational practice and has
been making sense in their and their students lives. In this way, we make evident that
the humanescent experiences have contributed to improve the ludopoesis of the
teachers, revealing in the embodiment changes in their way of being, of living together
and in their educational practice. In relation to the contributions of the humanescent
experiences to the children educator from the ludopoetic categories self-esteem, selfworth,
self-realization, self-territory and self-connectivity, we emphasize the following
aspects: with the self-esteem, teachers have become more creative, rebuilding their
possibilities of intensely experiencing the pleasure of living; in the context of selfterritory,
the teachers have provided the realization of the wishes and expresson of
oneself while lively interacting with the environment and with the other different
territories of the educational process, in a continuous process of demarcation.
Concerning the self-connectivity category, we emphasize that the teachers started to
become more tuned with themselves, with the environment and with the other teachers
because of the general well-being to the success of personal, pedagogical and
institutional objectives, promoting a harmonic, lovely and ludic environment.
Concerning the self-worth category, the teachers have valued the struggle for a school
that is more committed with the search for happiness. From the self-realization, the
teachers have shown self-recognition while ludic beings, playing with the beauty in their lives, allowing the flowing in its completeness, the other possibilities of analysis,
the educational formation and development. We would like to emphasize that the
considerations above are not over after what has been presented because of the richness
of experiences revealed in the research |
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