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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Corporeidade. Humanescência. Ludopoiese. Educador infantil. Vivências humanescentes Embodiment. Humanescense. Ludopoesis. Children educator. Humanescent experiences CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Corporeidade. Humanescência. Ludopoiese. Educador infantil. Vivências humanescentes Embodiment. Humanescense. Ludopoesis. Children educator. Humanescent experiences CNPQ::CIENCIAS HUMANAS::EDUCACAO Costa, Massilde Martins da Ludopoiese e humanescência no educador infantil |
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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 |
| author2 |
Pires, Edmilson Ferreira |
| author_facet |
Pires, Edmilson Ferreira Costa, Massilde Martins da |
| format |
masterThesis |
| author |
Costa, Massilde Martins da |
| author_sort |
Costa, Massilde Martins da |
| title |
Ludopoiese e humanescência no educador infantil |
| title_short |
Ludopoiese e humanescência no educador infantil |
| title_full |
Ludopoiese e humanescência no educador infantil |
| title_fullStr |
Ludopoiese e humanescência no educador infantil |
| title_full_unstemmed |
Ludopoiese e humanescência no educador infantil |
| title_sort |
ludopoiese e humanescência no educador infantil |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2014 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/14551 |
| work_keys_str_mv |
AT costamassildemartinsda ludopoieseehumanescencianoeducadorinfantil |
| _version_ |
1773965268322615296 |
| spelling |
ri-123456789-145512017-11-02T01:58:40Z Ludopoiese e humanescência no educador infantil Costa, Massilde Martins da Pires, Edmilson Ferreira http://lattes.cnpq.br/0425128221898109 http://lattes.cnpq.br/4163129273132129 Rocha, Maria Antonia Teixeira da http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727371Z7 Pereira, Francisco de Assis Corporeidade. Humanescência. Ludopoiese. Educador infantil. Vivências humanescentes Embodiment. Humanescense. Ludopoesis. Children educator. Humanescent experiences CNPQ::CIENCIAS HUMANAS::EDUCACAO 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 Esta pesquisa tem como objeto de estudo o desenvolvimento de vivências humanescentes no processo de autoformação das professoras da Unidade Educacional Infantil, do Centro de Educação da Universidade Federal do Rio Grande do Norte. Apresenta como objetivo geral: descrever e analisar como as vivências humanescentes contribuem e se evidenciam no educador infantil na sua forma de ser, no conviver e na sua prática pedagógica. Como objetivos específicos: identificar as contribuições das vivências humanescentes no educador infantil na sua forma de ser, no conviver e na sua prática pedagógica; Analisar as contribuições das vivências humanescentes para o educador infantil a partir das categorias ludopoiéticas autotelia, autovalia, autofruição, autoterritorialidade e autoconectividade. Trata-se de um estudo descritivo de natureza qualitativa compreendida como uma pesquisa ação existencial, que adota os princípios e fundamentos da etnometodologia e da fenomenologia. Participaram da investigação 16 (dezesseis) professoras, sendo 6 (seis) professoras efetivas, 6 (seis) professoras substitutas e 4 (quatro) bolsistas. Com elas, foram desenvolvidas 6 (seis) vivências humanescentes. Como principais instrumentos destacamos: a observação participante, o jogo de areia, o registro fotográfico e a entrevista semi estruturada. As análises foram centralizadas nas categorias do sistema ludopoiéticos: descritas acima e referenciadas nos fundamentos teóricos elegidos para o estudo. A partir das análises e em respostas aos objetivos do estudo, evidenciamos as seguintes considerações: Os relatos das professoras revelaram que as vivências humanescentes contribuíram para que se tornassem pessoas mais lúdicas, sensíveis, emocionais e amorosas, sendo isto tudo extensivo a sua prática educativa, que passou a ter sentido e significado para a sua vida e de seus educandos. Nesse sentido, evidenciamos que as vivências humanescentes contribuíram para impulsionar a ludopoiese das professoras, revelando na corporeidade mudanças na sua forma de ser, de conviver e na sua prática educativa. Em relação às contribuições das vivências humanescentes para o educador infantil a partir das categorias ludopoiéticas autotelia, autovalia, autofruição, autoterritorialidade e autoconectividade ressaltam-se os seguintes aspectos: Com a autotelia as professoras tornaram-se mais criativas, recriando suas possibilidades de experienciar intensamente o prazer nos seus modos de viver/conviver encontrando sentido para sua vida; No contexto da autoterritorialidade as professoras propiciaram a concretização dos desejos e expressão de si mesmas ao interagir vivencialmente com o meio e com os outros nos diferentes territórios do processo educacional, em um processo contínuo de demarcações. Em termos da categoria da autoconectividade evidenciamos que as professoras passaram a entrar em sintonia consigo mesmas, com o meio e com as demais professoras em função de um bem comum ao sucesso de metas pessoais, pedagógicas e institucionais promovendo um ambiente harmonioso, afetivo e lúdico. Para a categoria da autovalia se revelaram nas professoras o valor na luta por uma escola mais comprometida com a busca de ser feliz, da felicidade e da alegria de viver; A partir da autofruição as professoras revelaram um autorreconhecimento enquanto ser lúdico, jogando com a beleza na sua vida e permitindo o fluir em plenitude. Destacamos que as considerações acima não se esgotaram no que foi apresentado a partir das riquezas das experiências relevadas pela pesquisa 2014-12-17T14:36:45Z 2013-04-24 2014-12-17T14:36:45Z 2012-07-06 masterThesis COSTA, Massilde Martins da. Ludopoiese e humanescência no educador infantil. 2012. 152 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012. https://repositorio.ufrn.br/jspui/handle/123456789/14551 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Educação Educação |