Literatura infantil: a prática pedagógica de uma professora de creche

Detalhes bibliográficos
Autor(a) principal: Pessanha, Simone Eliane dos Santos
Data de Publicação: 2020
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2384
Resumo: The object of this research is the pedagogical practice of a nursery teacher regarding children's literature. The questions that guided the study were: How is children's literature worked by a three-year-old teacher? How are text and image considered in the teacher's practice? The general objective was to analyze the pedagogical practice related to the Literature of a teacher who works with three year old children in a Child Education Center (CEI) located in the city of São Paulo, which we call “Estelinha”. As specific objectives, we list the following: to verify how children's literature is worked by a teacher of 3 year old children; verify how the text and the image are considered in the teacher's practice. We start from the premise that it is possible to work with children's literature with very young children and, because they are powerful, they are able to question and position themselves in front of the narratives. The research subject was a teacher who teaches for three year old children in the mentioned CEI. The methodology used was of a qualitative nature and the data collection instruments were: observation of teaching practice with an emphasis on literature, interview with the teacher and subsequent dialogue with the teacher. Data analysis was performed according to content analysis according to Bardin. Regarding the theoretical framework, we will use the following authors: Abramovich, Baptista, Coelho, Fonseca, Parreiras, Silva, Zilberman, among others. The analysis of the data allowed us to list, in addition to the main category, Children's Literature, two others, namely: a) conception of children as passive subjects in the knowledge process; b) instrumentalized pedagogical practice with regard to literature. With regard to the first category, we observed that the teacher did the reading using modalities in her voice, used onomatopoeia, told the stories in an engaging way providing the interaction of the children, pointing out the playful character of Literature. As for the second category, we noticed that the narratives with texts and images aroused the interest of the little ones and various feelings in the children, making it possible, at times, for them to participate actively, making various comments, however, at the times we were at the CEI, the choice of books always came from the teacher and children were not always able to express themselves about the stories. As for the third, category, we identified that the teacher uses criteria for the choice of books and that they have pedagogical objectives to be achieved, however, children's literature schedules have always occurred in the same way, in a vertical manner, sometimes with pedagogical purposes, without much appreciation of the aesthetic character. In view of these results and others presented in this dissertation, we saw it as fundamental that children's literature be discussed both in the initial and in the continuing education of teachers so that we can minimize the problems mentioned.
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spelling Vercelli, Ligia de Carvalho AbõesVercelli, Ligia de Carvalho AbõesSilva, Marta Regina Paulo daSilva, Maurício Pedro daHaas, Célia MariaFusaro, Marciahttp://lattes.cnpq.br/9821669343288308Pessanha, Simone Eliane dos Santos2020-11-17T16:01:04Z2020-03-27Pessanha, Simone Eliane dos Santos. Literatura infantil: a prática pedagógica de uma professora de creche. 2020. 160 F. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2384The object of this research is the pedagogical practice of a nursery teacher regarding children's literature. The questions that guided the study were: How is children's literature worked by a three-year-old teacher? How are text and image considered in the teacher's practice? The general objective was to analyze the pedagogical practice related to the Literature of a teacher who works with three year old children in a Child Education Center (CEI) located in the city of São Paulo, which we call “Estelinha”. As specific objectives, we list the following: to verify how children's literature is worked by a teacher of 3 year old children; verify how the text and the image are considered in the teacher's practice. We start from the premise that it is possible to work with children's literature with very young children and, because they are powerful, they are able to question and position themselves in front of the narratives. The research subject was a teacher who teaches for three year old children in the mentioned CEI. The methodology used was of a qualitative nature and the data collection instruments were: observation of teaching practice with an emphasis on literature, interview with the teacher and subsequent dialogue with the teacher. Data analysis was performed according to content analysis according to Bardin. Regarding the theoretical framework, we will use the following authors: Abramovich, Baptista, Coelho, Fonseca, Parreiras, Silva, Zilberman, among others. The analysis of the data allowed us to list, in addition to the main category, Children's Literature, two others, namely: a) conception of children as passive subjects in the knowledge process; b) instrumentalized pedagogical practice with regard to literature. With regard to the first category, we observed that the teacher did the reading using modalities in her voice, used onomatopoeia, told the stories in an engaging way providing the interaction of the children, pointing out the playful character of Literature. As for the second category, we noticed that the narratives with texts and images aroused the interest of the little ones and various feelings in the children, making it possible, at times, for them to participate actively, making various comments, however, at the times we were at the CEI, the choice of books always came from the teacher and children were not always able to express themselves about the stories. As for the third, category, we identified that the teacher uses criteria for the choice of books and that they have pedagogical objectives to be achieved, however, children's literature schedules have always occurred in the same way, in a vertical manner, sometimes with pedagogical purposes, without much appreciation of the aesthetic character. In view of these results and others presented in this dissertation, we saw it as fundamental that children's literature be discussed both in the initial and in the continuing education of teachers so that we can minimize the problems mentioned.El objetivo de esta investigación es la práctica pedagógica de una maestra de guardería con respecto a la literatura infantil. Las preguntas que guiaron el estudio fueron: ¿Cómo trabaja la literatura infantil un maestro de tres años? ¿Cómo se consideran el texto y la imagen en la práctica del profesor? El objetivo general fue analizar la práctica pedagógica relacionada con la literatura de un maestro que trabaja con niños de tres años en un Centro de Educación de la Primera Infancia (CEI) ubicado en la ciudad de São Paulo, que llamamos "Estelinha". Como objetivos específicos, enumeramos lo siguiente: para verificar cómo un maestro de niños de tres años trabaja la literatura infantil; verificar cómo se considera el texto y la imagen en la práctica del profesor. Partimos de la premisa de que es posible trabajar con literatura infantil con niños muy pequeños y, debido a que son poderosos, pueden cuestionarse y posicionarse frente a las narraciones. El sujeto de la investigación fue un maestro que enseña a niños de tres años en el mencionado CEI. La metodología utilizada fue de naturaleza cualitativa y los instrumentos de recolección de datos fueron: observación de la práctica docente con énfasis en la literatura, entrevista con el maestro y diálogo posterior con el maestro. El análisis de datos se realizó de acuerdo con el análisis de contenido de acuerdo con Bardin. En cuanto al marco teórico, utilizaremos los siguientes autores: Abramovich, Baptista, Coelho, Fonseca, Parreiras, Silva, Zilberman, entre otros. El análisis de los datos nos permitió enumerar, además de la categoría principal, Literatura infantil, otras dos, a saber: a) concepción de un niño como sujeto pasivo en el proceso de conocimiento; b) práctica pedagógica instrumentalizada con respecto a la literatura. Con respecto a la primera categoría, observamos que la maestra hizo la lectura usando modalidades en su voz, usó onomatopeya, contó las historias de una manera atractiva proporcionando la interacción de los niños, señalando el carácter lúdico de la literatura. En cuanto a la segunda categoría, notamos que las narraciones con textos e imágenes despertaron el interés de los más pequeños y diversos sentimientos en los niños, lo que hizo posible, a veces, que participaran activamente, sin embargo, haciendo varios comentarios en los momentos en que estábamos CEI, la elección de los libros siempre vino del maestro y los niños no siempre podían expresarse sobre las historias. En cuanto a la tercera categoría, identificamos que el maestro usa criterios para la elección de libros y que tienen objetivos pedagógicos que se deben alcanzar, sin embargo, los horarios de literatura infantil siempre se han producido de la misma manera, de manera vertical, a veces con fines pedagógicos, sin mucha apreciación del carácter estético. En vista de estos resultados y otros presentados en esta disertación, vimos que es fundamental que la literatura infantil se discuta tanto en la educación inicial como en la educación continua de los maestros para que podamos minimizar los problemas mencionados.O objeto da presente pesquisa é a prática pedagógica de uma professora de creche referente à Literatura infantil. Os questionamentos que nortearam o estudo foram: Como a Literatura infantil é trabalhada por uma professora de crianças de três anos? De que forma o texto e a imagem são consideradas na prática da professora? O objetivo geral foi analisar a prática pedagógica referente à Literatura de uma professora que trabalha com crianças de três anos em um Centro de Educação Infantil (CEI) localizado na cidade de São Paulo, por nós denominado “Estelinha”. Como objetivos específicos, relacionamos os seguintes: verificar como a Literatura infantil é trabalhada por uma professora de crianças de três anos; verificar de que forma o texto e a imagem são consideradas na prática da professora. Partimos da premissa de que é possível trabalhar a Literatura infantil com as crianças bem pequenas e, por serem potentes, são capazes de questionar e de se posicionar diante das narrativas. O sujeito da pesquisa foi uma professora que leciona para crianças de três anos no CEI mencionado. A metodologia utilizada foi de cunho qualitativo e os instrumentos de coleta de dados foram: observação da prática docente com ênfase na Literatura, entrevista com a professora e posterior diálogo com a docente. As análises dos dados foram realizadas de acordo com a análise de conteúdo, segundo Bardin. No que se refere ao referencial teórico, recorreremos aos seguintes autores: Abramovich, Baptista, Coelho, Fonseca, Parreiras, Silva, Zilberman, entre outros. A análise dos dados nos permitiu elencar, além da categoria principal, Literatura infantil, outras duas, a saber: a) concepção de criança como sujeito passivo no processo de conhecimento; b) prática pedagógica instrumentalizada no que se refere à Literatura. No que se refere à primeira categoria, observamos que a professora fez a leitura usando modalidades na voz, utilizou-se de onomatopeias, contou as histórias de forma envolvente proporcionando a interação das crianças, apontando o caráter lúdico da Literatura. Quanto à segunda categoria, percebemos que as narrativas com textos e imagens despertaram o interesse dos(as) pequenos(as) e vários sentimentos nas crianças, possibilitando, em alguns momentos, que elas participassem ativamente, tecendo vários comentários, porém, nos horários em que estivemos no CEI, a escolha dos livros sempre partiu da docente e nem sempre houve possibilidade de as crianças se expressarem a respeito das histórias. Quanto à terceira categoria, identificamos que a docente utiliza critérios para a escolha dos livros e que esses possuem objetivos pedagógicos a serem alcançados; contudo, os horários de Literatura infantil ocorreram sempre da mesma forma, de maneira verticalizada, algumas vezes com finalidade pedagógica, sem muita valorização do caráter estético. Diante desses resultados e de outros apresentados nesta dissertação, vimos como fundamental que a Literatura infantil seja discutida tanto na formação inicial quanto na formação continuada de professores(as) para que possamos minimizar os problemas mencionados.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-11-17T16:01:04Z No. of bitstreams: 1 Simone Eliane dos Santos Pessanha.pdf: 3433707 bytes, checksum: 1b6066c72988e4bbfe36c414b60e7bae (MD5)Made available in DSpace on 2020-11-17T16:01:04Z (GMT). No. of bitstreams: 1 Simone Eliane dos Santos Pessanha.pdf: 3433707 bytes, checksum: 1b6066c72988e4bbfe36c414b60e7bae (MD5) Previous issue date: 2020-03-27application/pdfporUniversidade Nove de JulhoPrograma de Mestrado em Gestão e Práticas EducacionaisUNINOVEBrasilEducaçãoliteratura infantilleituraprática pedagógicacentro de educação infantilcrianças de 3 anoschildren's literaturereadingpedagogical practicechild education centerchildren of three yearsliteratura infantillectura práctica pedagógicacentro de educación infantilniños de tres añosCIENCIAS HUMANAS::EDUCACAOLiteratura infantil: a prática pedagógica de uma professora de crecheChildren's literature: the pedagogical practice of a daycare teacherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALSimone Eliane dos Santos Pessanha.pdfSimone Eliane dos Santos Pessanha.pdfapplication/pdf3433707http://localhost:8080/tede/bitstream/tede/2384/2/Simone+Eliane+dos+Santos+Pessanha.pdf1b6066c72988e4bbfe36c414b60e7baeMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2384/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/23842020-11-17 14:01:04.814oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2020-11-17T16:01:04Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false
dc.title.por.fl_str_mv Literatura infantil: a prática pedagógica de uma professora de creche
dc.title.alternative.eng.fl_str_mv Children's literature: the pedagogical practice of a daycare teacher
title Literatura infantil: a prática pedagógica de uma professora de creche
spellingShingle Literatura infantil: a prática pedagógica de uma professora de creche
Pessanha, Simone Eliane dos Santos
literatura infantil
leitura
prática pedagógica
centro de educação infantil
crianças de 3 anos
children's literature
reading
pedagogical practice
child education center
children of three years
literatura infantil
lectura práctica pedagógica
centro de educación infantil
niños de tres años
CIENCIAS HUMANAS::EDUCACAO
title_short Literatura infantil: a prática pedagógica de uma professora de creche
title_full Literatura infantil: a prática pedagógica de uma professora de creche
title_fullStr Literatura infantil: a prática pedagógica de uma professora de creche
title_full_unstemmed Literatura infantil: a prática pedagógica de uma professora de creche
title_sort Literatura infantil: a prática pedagógica de uma professora de creche
author Pessanha, Simone Eliane dos Santos
author_facet Pessanha, Simone Eliane dos Santos
author_role author
dc.contributor.advisor1.fl_str_mv Vercelli, Ligia de Carvalho Abões
dc.contributor.referee1.fl_str_mv Vercelli, Ligia de Carvalho Abões
dc.contributor.referee2.fl_str_mv Silva, Marta Regina Paulo da
dc.contributor.referee3.fl_str_mv Silva, Maurício Pedro da
dc.contributor.referee4.fl_str_mv Haas, Célia Maria
dc.contributor.referee5.fl_str_mv Fusaro, Marcia
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/9821669343288308
dc.contributor.author.fl_str_mv Pessanha, Simone Eliane dos Santos
contributor_str_mv Vercelli, Ligia de Carvalho Abões
Vercelli, Ligia de Carvalho Abões
Silva, Marta Regina Paulo da
Silva, Maurício Pedro da
Haas, Célia Maria
Fusaro, Marcia
dc.subject.por.fl_str_mv literatura infantil
leitura
prática pedagógica
centro de educação infantil
crianças de 3 anos
topic literatura infantil
leitura
prática pedagógica
centro de educação infantil
crianças de 3 anos
children's literature
reading
pedagogical practice
child education center
children of three years
literatura infantil
lectura práctica pedagógica
centro de educación infantil
niños de tres años
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv children's literature
reading
pedagogical practice
child education center
children of three years
dc.subject.spa.fl_str_mv literatura infantil
lectura práctica pedagógica
centro de educación infantil
niños de tres años
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The object of this research is the pedagogical practice of a nursery teacher regarding children's literature. The questions that guided the study were: How is children's literature worked by a three-year-old teacher? How are text and image considered in the teacher's practice? The general objective was to analyze the pedagogical practice related to the Literature of a teacher who works with three year old children in a Child Education Center (CEI) located in the city of São Paulo, which we call “Estelinha”. As specific objectives, we list the following: to verify how children's literature is worked by a teacher of 3 year old children; verify how the text and the image are considered in the teacher's practice. We start from the premise that it is possible to work with children's literature with very young children and, because they are powerful, they are able to question and position themselves in front of the narratives. The research subject was a teacher who teaches for three year old children in the mentioned CEI. The methodology used was of a qualitative nature and the data collection instruments were: observation of teaching practice with an emphasis on literature, interview with the teacher and subsequent dialogue with the teacher. Data analysis was performed according to content analysis according to Bardin. Regarding the theoretical framework, we will use the following authors: Abramovich, Baptista, Coelho, Fonseca, Parreiras, Silva, Zilberman, among others. The analysis of the data allowed us to list, in addition to the main category, Children's Literature, two others, namely: a) conception of children as passive subjects in the knowledge process; b) instrumentalized pedagogical practice with regard to literature. With regard to the first category, we observed that the teacher did the reading using modalities in her voice, used onomatopoeia, told the stories in an engaging way providing the interaction of the children, pointing out the playful character of Literature. As for the second category, we noticed that the narratives with texts and images aroused the interest of the little ones and various feelings in the children, making it possible, at times, for them to participate actively, making various comments, however, at the times we were at the CEI, the choice of books always came from the teacher and children were not always able to express themselves about the stories. As for the third, category, we identified that the teacher uses criteria for the choice of books and that they have pedagogical objectives to be achieved, however, children's literature schedules have always occurred in the same way, in a vertical manner, sometimes with pedagogical purposes, without much appreciation of the aesthetic character. In view of these results and others presented in this dissertation, we saw it as fundamental that children's literature be discussed both in the initial and in the continuing education of teachers so that we can minimize the problems mentioned.
publishDate 2020
dc.date.accessioned.fl_str_mv 2020-11-17T16:01:04Z
dc.date.issued.fl_str_mv 2020-03-27
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Pessanha, Simone Eliane dos Santos. Literatura infantil: a prática pedagógica de uma professora de creche. 2020. 160 F. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/2384
identifier_str_mv Pessanha, Simone Eliane dos Santos. Literatura infantil: a prática pedagógica de uma professora de creche. 2020. 160 F. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.
url http://bibliotecatede.uninove.br/handle/tede/2384
dc.language.iso.fl_str_mv por
language por
dc.relation.cnpq.fl_str_mv -240345818910352367
dc.relation.confidence.fl_str_mv 600
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Nove de Julho
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