Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental
With the enactment of Law n. 11.274, 2006, which provides for the alteration of Elementary Education (EE) from eight to nine years, children with six years of age began to be enrolled in the first year of the EE. With this, a greater number of responsibilities and contents have been demanded of t...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26516 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| id |
ri-123456789-26516 |
|---|---|
| record_format |
dspace |
| institution |
Repositório Institucional |
| collection |
RI - UFRN |
| language |
por |
| topic |
Brincadeira Necessidade de formação Formação de professores Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| spellingShingle |
Brincadeira Necessidade de formação Formação de professores Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO Pereira, Uiliete Marcia Silva de Mendonça Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental |
| description |
With the enactment of Law n. 11.274, 2006, which provides for the alteration of Elementary
Education (EE) from eight to nine years, children with six years of age began to be enrolled in
the first year of the EE. With this, a greater number of responsibilities and contents have been
demanded of them, which directly interferes with the organization of pedagogical work,
reducing or eliminating the times and spaces of the play activity in their school life. It is as if
from that moment the child had to take another stance, geared much more to the world of work
and to the information society – even though it was still in childhood. In reflecting on this reality,
in the context of previous experiences of interaction with children, as a researcher and as a
teacher, we were motivated to build our Doctoral Thesis, guided by the following study
questions: 1. What teacher formation needs do the teachers present with regard to the
development of pedagogical practices – in the initial years of Elementary Education – that have
the playfulness as a guiding role?; 2. What are the constitutive elements of a didacticpedagogical action that aims at the continuous formation of teachers, with the pretension of
overcoming the needs of their teacher formation in the development of pedagogical practices
guided by the playfulness of the child in the initial years of Elementary Education? The work
has as objectives: 1. To investigate teacher formation needs for the development of
pedagogical practice in the initial years of Elementary Education, which has playfulness as a
guiding role; 2. To (re) construct, together with teachers, knowledge guiding the development
of pedagogical practices – with the child of the initial years of Elementary Education, who have
the playfulness as organizing principle and their teaching needs, as the basis of the formative
process. We focus as a locus of the research a school of the public network of the municipality
of Natal/RN, and, as subjects of work, 09 (nine) teachers of the initial years of Elementary
Education. From the interlocking of the questions put, we link our methodological path to the
qualitative research approach, working with ethnography, teacher narratives and action
research. We use as data building procedures the narrative interview, the observation and the
documentary analysis. For our analysis, we are inspired by the principles of Content Analysis
(BARDIN, 2011), seeking to move through the theory/practice relationship, establishing
dialogues with the research subjects and other authors consulted. Thus, from the analysis of
the data, emerged the theme "Teacher training needs on Play/Game". As results of the first
stage of the research, we verified that the teachers experienced formative needs in relation to
the theoretical and practical reflections on the ludic activity. As categories of the great theme,
emerged the programmatic contents of the formation (first metamorphosis): conceptions of
child, childhood and game; conceptions of game; importance of game; role of the teacher in
the games; planning of the games. The methodological procedures of the formation were
organized in reflexive sessions of reading, participant observation and the theory-practice
articulation. The second metamorphosis – evaluation/reflection plan – was carried out from
observations, records in the field diary, reconstruction of plans and practices and shared
dialogue in the formation meetings. Throughout the whole process we consider that the
didactic-pedagogical actions were well evaluated by the teachers, because we perceive that
the transformations experienced by them showed an evident progress in theoreticalmethodological knowledge, based on their narratives and practices. In this context, we
highlight that the results of the work confirm our thesis that the continuous formation of the
teacher to develop a pedagogical practice with children of early years of Elementary School,
having playfulness as an organizing principle, will only be relevant and effective if the needs
of the teacher – in this sense – constitute itself the "basis of the formative process". |
| author2 |
Campelo, Maria Estela Costa Holanda |
| author_facet |
Campelo, Maria Estela Costa Holanda Pereira, Uiliete Marcia Silva de Mendonça |
| format |
doctoralThesis |
| author |
Pereira, Uiliete Marcia Silva de Mendonça |
| author_sort |
Pereira, Uiliete Marcia Silva de Mendonça |
| title |
Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental |
| title_short |
Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental |
| title_full |
Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental |
| title_fullStr |
Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental |
| title_full_unstemmed |
Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental |
| title_sort |
metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental |
| publisher |
Brasil |
| publishDate |
2019 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/26516 |
| work_keys_str_mv |
AT pereirauilietemarciasilvademendonca metamorfosesformativasumestudosobreaatividadeludicanosanosiniciaisdoensinofundamental |
| _version_ |
1773961988925292544 |
| spelling |
ri-123456789-265162019-01-30T15:42:15Z Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental Pereira, Uiliete Marcia Silva de Mendonça Campelo, Maria Estela Costa Holanda Ferreira, Adir Luiz Lima Neto, Avelino Aldo de Soares, Julio Ribeiro Silvestre, Magali Aparecida Costa, Maria Antonia Teixeira da Rodrigues, Maria das Graças Soares Cabral, Marlucia Barros Lopes Brincadeira Necessidade de formação Formação de professores Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO With the enactment of Law n. 11.274, 2006, which provides for the alteration of Elementary Education (EE) from eight to nine years, children with six years of age began to be enrolled in the first year of the EE. With this, a greater number of responsibilities and contents have been demanded of them, which directly interferes with the organization of pedagogical work, reducing or eliminating the times and spaces of the play activity in their school life. It is as if from that moment the child had to take another stance, geared much more to the world of work and to the information society – even though it was still in childhood. In reflecting on this reality, in the context of previous experiences of interaction with children, as a researcher and as a teacher, we were motivated to build our Doctoral Thesis, guided by the following study questions: 1. What teacher formation needs do the teachers present with regard to the development of pedagogical practices – in the initial years of Elementary Education – that have the playfulness as a guiding role?; 2. What are the constitutive elements of a didacticpedagogical action that aims at the continuous formation of teachers, with the pretension of overcoming the needs of their teacher formation in the development of pedagogical practices guided by the playfulness of the child in the initial years of Elementary Education? The work has as objectives: 1. To investigate teacher formation needs for the development of pedagogical practice in the initial years of Elementary Education, which has playfulness as a guiding role; 2. To (re) construct, together with teachers, knowledge guiding the development of pedagogical practices – with the child of the initial years of Elementary Education, who have the playfulness as organizing principle and their teaching needs, as the basis of the formative process. We focus as a locus of the research a school of the public network of the municipality of Natal/RN, and, as subjects of work, 09 (nine) teachers of the initial years of Elementary Education. From the interlocking of the questions put, we link our methodological path to the qualitative research approach, working with ethnography, teacher narratives and action research. We use as data building procedures the narrative interview, the observation and the documentary analysis. For our analysis, we are inspired by the principles of Content Analysis (BARDIN, 2011), seeking to move through the theory/practice relationship, establishing dialogues with the research subjects and other authors consulted. Thus, from the analysis of the data, emerged the theme "Teacher training needs on Play/Game". As results of the first stage of the research, we verified that the teachers experienced formative needs in relation to the theoretical and practical reflections on the ludic activity. As categories of the great theme, emerged the programmatic contents of the formation (first metamorphosis): conceptions of child, childhood and game; conceptions of game; importance of game; role of the teacher in the games; planning of the games. The methodological procedures of the formation were organized in reflexive sessions of reading, participant observation and the theory-practice articulation. The second metamorphosis – evaluation/reflection plan – was carried out from observations, records in the field diary, reconstruction of plans and practices and shared dialogue in the formation meetings. Throughout the whole process we consider that the didactic-pedagogical actions were well evaluated by the teachers, because we perceive that the transformations experienced by them showed an evident progress in theoreticalmethodological knowledge, based on their narratives and practices. In this context, we highlight that the results of the work confirm our thesis that the continuous formation of the teacher to develop a pedagogical practice with children of early years of Elementary School, having playfulness as an organizing principle, will only be relevant and effective if the needs of the teacher – in this sense – constitute itself the "basis of the formative process". Com a vigência da Lei n. 11.274, de 2006, que dispõe sobre a alteração do Ensino Fundamental (EF) de oito para nove anos, crianças com seis anos de idade passaram a ser matriculadas no primeiro ano do EF. Com isso, passou-se a exigir delas um maior número de responsabilidades e conteúdos, o que interferiu diretamente na organização do trabalho pedagógico, reduzindo ou eliminando os tempos e espaços da atividade lúdica na sua vida escolar. Foi como se, a partir desse momento, a criança precisasse assumir outra postura, voltada muito mais para o mundo do trabalho e para a sociedade da informação – mesmo ainda estando na infância. A partir da reflexão sobre essa realidade, no contexto de experiências anteriores de interação com crianças, como pesquisadora e como docente, surgiu a motivação para esta tese, norteada pelas questões de estudo a seguir: 1. Que necessidades de formação docente apresentam os professores no tocante ao desenvolvimento de práticas pedagógicas – nos anos iniciais do ensino fundamental – que tenham a ludicidade como fio condutor? 2. Quais os Elementos Constitutivos de uma Ação didático-pedagógica que visa à formação contínua de professores, com a pretensão de superar Necessidades de sua formação docente no desenvolvimento de práticas pedagógicas norteadas pela Ludicidade da criança nos anos iniciais do ensino fundamental? O trabalho tem como objetivos: 1. Investigar as necessidades de formação docente de professores para o desenvolvimento de práticas pedagógicas nos anos iniciais do ensino fundamental que tenham a ludicidade como fio condutor; 2. (Re)Construir, junto a professores, conhecimentos norteadores a respeito do desenvolvimento de práticas pedagógicas com a criança dos anos iniciais do ensino fundamental que tenham a ludicidade como princípio organizador e suas necessidades docentes como base do processo formativo. Estabeleceu-se como lócus da pesquisa uma Escola da Rede -pública do município de Natal/RN e como sujeitos do trabalho 09 (nove) professoras dos anos iniciais do ensino fundamental. Do entrelaçamento das questões colocadas, vinculou-se o percurso metodológico à abordagem qualitativa de pesquisa, trabalhando com a etnografia, as narrativas de professores e a investigação-ação. Utilizaram-se como procedimentos de construção dos dados a entrevista narrativa, a observação e a análise documental. Para as análises, buscaram-se inspirações em princípios da Análise de Conteúdo (BARDIN, 2011), procurando transitar pela relação teoria/prática e estabelecendo diálogos com os sujeitos da pesquisa e outros autores consultados. Assim, da análise dos dados, emergiu a temática “Necessidades formativas docentes sobre o Brincar/Brincadeira”. Como resultado da primeira etapa da pesquisa, foi constatado que as professoras vivenciavam necessidades formativas em relação às reflexões teóricas e práticas sobre a atividade lúdica. Como categorias do grande tema, emergiram os conteúdos programáticos da formação (primeira metamorfose): concepções de criança, infância e brincadeira; concepções de brincadeira; importância da brincadeira; papel do professor nas brincadeiras; e planejamento das brincadeiras. Os procedimentos metodológicos da formação foram organizados em sessões reflexivas de leitura, observação participante e articulação teoria-prática. A segunda metamorfose – plano de avaliação/reflexão – realizou-se a partir de observações, registros no diário de campo, reconstrução de planejamentos e práticas e diálogo compartilhado nos encontros de formação. Durante todo o processo, considerou-se que as ações didático-pedagógicas foram bem avaliadas pelas professoras, pois ficou evidente que as transformações experienciadas por elas demonstravam um progresso nos conhecimentos teórico-metodológicos, a partir de suas narrativas e práticas. Nesse contexto, evidencia-se que os resultados do trabalho confirmam a tese de que a formação contínua do professor para desenvolver uma prática pedagógica com crianças dos anos iniciais do ensino fundamental, tendo a ludicidade como princípio organizador, somente será pertinente e efetiva se as necessidades da formação docente se constituírem como a “base do processo formativo”. 2019-01-15T21:00:33Z 2019-01-15T21:00:33Z 2018-02-27 doctoralThesis PEREIRA, Uiliete Marcia Silva de Mendonça. Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental. 2018. 281f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2018. https://repositorio.ufrn.br/jspui/handle/123456789/26516 por Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |