Pedagogia do brincar: concepções docentes na educação infantil
Autor(a) principal: | |
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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/2341 |
Resumo: | The present dissertation presents the results of a research that aims to verify the convergence of the conception of teachers who work in the 2nd Final Cycle of Early Childhood Education of the Santo André municipal network with the concepts of playing in childhood contained in National Curriculum Guidelines for Early Childhood Education (DCNEI), 2010. The theme of children aged 0 to 6 years and their rights, children's educational policy, practices with children and teacher training alternatives have come, throughout history of Brazilian society, emerging and increasingly winning in educational discussions and in the action of social movements. Everything that is put on Early Childhood Education suggests discussions in the contemporary world, as this level of education presents itself as a necessary agenda in terms of its purpose and the specificities of its service. The analysis of the official educational documents demonstrates that one of the pillars of support for child development is playing, which is defended as the main activity of children, either by legal systems or by educational guidelines. In this scenario, we tried to answer the question that originated the research problem: - Do the conceptions of teachers who work in the 2nd Final Cycle classes about playing in childhood converge with the concepts about playing contained in DCNEI? The hypothesis that was formulated, if the conceptions about playing from the DCNEI are desirable, the teachers who understand and apply them would achieve better results in Early Childhood Education than colleagues who do not know them. The theoretical framework is based on the dialectical materialist perspective. The National Curriculum Guidelines for Early Childhood Education and the theoretical contributions on playing in childhood also refer to this work. It is a qualitative and quantitative study: quantitative, through a structured opinion trend survey, based on the Likert Scale, and qualitative, through an in-depth open interview. |
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Romão, José EustáquioRomão, José EustáquioVercelli, Ligia de Carvalho AbõesSilva, Marta Regina Paulo daBarbosa, Lucia Maria GonzalesKeim, Ernesto Jacobhttp://lattes.cnpq.br/5263169769704696Oliveira, Elaine Carla Sartori Guedes de2020-11-04T20:40:33Z2020-05-29Oliveira, Elaine Carla Sartori Guedes de. Pedagogia do brincar: concepções docentes na educação infantil. 2020. 278 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2341The present dissertation presents the results of a research that aims to verify the convergence of the conception of teachers who work in the 2nd Final Cycle of Early Childhood Education of the Santo André municipal network with the concepts of playing in childhood contained in National Curriculum Guidelines for Early Childhood Education (DCNEI), 2010. The theme of children aged 0 to 6 years and their rights, children's educational policy, practices with children and teacher training alternatives have come, throughout history of Brazilian society, emerging and increasingly winning in educational discussions and in the action of social movements. Everything that is put on Early Childhood Education suggests discussions in the contemporary world, as this level of education presents itself as a necessary agenda in terms of its purpose and the specificities of its service. The analysis of the official educational documents demonstrates that one of the pillars of support for child development is playing, which is defended as the main activity of children, either by legal systems or by educational guidelines. In this scenario, we tried to answer the question that originated the research problem: - Do the conceptions of teachers who work in the 2nd Final Cycle classes about playing in childhood converge with the concepts about playing contained in DCNEI? The hypothesis that was formulated, if the conceptions about playing from the DCNEI are desirable, the teachers who understand and apply them would achieve better results in Early Childhood Education than colleagues who do not know them. The theoretical framework is based on the dialectical materialist perspective. The National Curriculum Guidelines for Early Childhood Education and the theoretical contributions on playing in childhood also refer to this work. It is a qualitative and quantitative study: quantitative, through a structured opinion trend survey, based on the Likert Scale, and qualitative, through an in-depth open interview.La presente disertación presenta los resultados de una investigación que tiene como objeto verificar la convergencia de la concepción de los docentes que trabajan em el 2º ciclo final de educación infantil de la red municipal de Santo André com los conceptos de juego em la infância contenidos en Pautas Del plan de estudios nacional para la educación de la primera infancia (DCNEI), 2010. El tema de los niños de 0 a 6 años y sus derechos, la política educativa de los niños, las prácticas com los niños y las alternativas de capacitación docente han surgido a lo largo de la historia Sociedad brasileña, emergente y cada vez más vencedora em las discusiones educativas y en la acción de los movimientos sociales. Todo lo que se pone em la Educación de la Primera Infancia sugiere discusiones em el mundo contemporáneo, ya que este nivel de educación se presenta como una agenda necesaria en términos de su propósito y las especificidades de su servicio. El análisis de los documentos educativos oficiales demuestra que uno de los pilares de lapoyo al desarrollo infantil es el juego, que se defiende como la actividad principal de los niños, ya sea por los sistemas legales o por las pautas educativas. En este escenario, buscamos responder a la pregunta que origino el problema de investigación: - ¿Las concepciones de los maestros que trabajan em las clases del segundo ciclo final sobre el juego em la infância convergen com los conceptos sobre el juego contenidos en DCNEI? Se formuló la hipótesis de que, si las concepciones sobre jugar DCNEI son deseables, los maestros que las entienden y las aplican tenderían a lograr mejores resultados en Educación Infantil que sus colegas que no las conocen. El marco teórico se basa em la perspectiva materialista dialéctica. Las pautas del plan de estudios nacional para la educación de la primera infancia y las contribuciones teóricas sobre el juego em la infancia también se refieren a este trabajo. Es um estúdio cualitativo y cuantitativo: cuantitativo, a través de una encuesta estructurada de tendencias de opinión, basada em la Escala Likert, y cualitativo, a través de una entrevista abierta em profundidad.A presente dissertação apresenta os resultados de uma pesquisa que tem como objeto a verificação da convergência da concepção dos professores que atuam nas classes de 2.º Ciclo Final da Educação Infantil da rede municipal de Santo André com os conceitos sobre o brincar na infância contidos nas Diretrizes Curriculares Nacionais para a Educação Infantil (DCNEI), de 2010. O tema das crianças de 0 a 6 anos e seus direitos, a política educacional infantil, as práticas com as crianças e as alternativas de formação de professores vêm, ao longo da história brasileira, emergindo e cada vez mais ganhando nas discussões educacionais e na ação de movimentos sociais. Tudo o que está posto sobre a Educação Infantil sugere discussões na contemporaneidade, pois esse grau de ensino apresenta-se como pauta necessária no que se refere à sua finalidade e às especificidades de seu atendimento. A análise dos documentos educacionais oficiais demonstra que um dos pilares de sustentação do desenvolvimento infantil é o brincar, que é defendido como atividade principal das crianças, seja por ordenamentos jurídicos, seja por orientações educacionais. Neste cenário, buscou-se responder à pergunta que originou o problema da pesquisa: – As concepções dos professores que atuam nas classes de 2.º Ciclo Final acerca do brincar na infância convergem com os conceitos sobre o brincar contidos nas DCNEI? Formulou-se a hipótese de que, se as concepções sobre o brincar das DCNEI são desejáveis, os docentes que as compreendem e as aplicam tenderiam a alcançar melhores resultados na Educação Infantil do que os colegas que as desconhecem. O referencial teórico baseia-se na perspectiva materialista dialética. As Diretrizes Curriculares Nacionais para a Educação Infantil e os aportes teóricos sobre o brincar na infância referenciam, também, este trabalho. Trata-se de um estudo de cunho quali-quantitativo: quantitativo, por meio de inquérito de tendência de opinião estruturado, com base na Escala Likert, e qualitativo, por intermédio de entrevista em profundidade aberta.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-11-04T20:40:33Z No. of bitstreams: 1 Elaine Carla Sartori Guedes de Oliveira.pdf: 2182323 bytes, checksum: 8a46c3946fbc9d70504ed43854e69976 (MD5)Made available in DSpace on 2020-11-04T20:40:33Z (GMT). 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dc.title.por.fl_str_mv |
Pedagogia do brincar: concepções docentes na educação infantil |
title |
Pedagogia do brincar: concepções docentes na educação infantil |
spellingShingle |
Pedagogia do brincar: concepções docentes na educação infantil Oliveira, Elaine Carla Sartori Guedes de brincar concepções DCNEI infância professores play conceptions DCNEI childhood teachers juego concepciones DCNEI infancia maestros CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pedagogia do brincar: concepções docentes na educação infantil |
title_full |
Pedagogia do brincar: concepções docentes na educação infantil |
title_fullStr |
Pedagogia do brincar: concepções docentes na educação infantil |
title_full_unstemmed |
Pedagogia do brincar: concepções docentes na educação infantil |
title_sort |
Pedagogia do brincar: concepções docentes na educação infantil |
author |
Oliveira, Elaine Carla Sartori Guedes de |
author_facet |
Oliveira, Elaine Carla Sartori Guedes de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Romão, José Eustáquio |
dc.contributor.referee1.fl_str_mv |
Romão, José Eustáquio |
dc.contributor.referee2.fl_str_mv |
Vercelli, Ligia de Carvalho Abões |
dc.contributor.referee3.fl_str_mv |
Silva, Marta Regina Paulo da |
dc.contributor.referee4.fl_str_mv |
Barbosa, Lucia Maria Gonzales |
dc.contributor.referee5.fl_str_mv |
Keim, Ernesto Jacob |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5263169769704696 |
dc.contributor.author.fl_str_mv |
Oliveira, Elaine Carla Sartori Guedes de |
contributor_str_mv |
Romão, José Eustáquio Romão, José Eustáquio Vercelli, Ligia de Carvalho Abões Silva, Marta Regina Paulo da Barbosa, Lucia Maria Gonzales Keim, Ernesto Jacob |
dc.subject.por.fl_str_mv |
brincar concepções DCNEI infância professores |
topic |
brincar concepções DCNEI infância professores play conceptions DCNEI childhood teachers juego concepciones DCNEI infancia maestros CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
play conceptions DCNEI childhood teachers |
dc.subject.spa.fl_str_mv |
juego concepciones DCNEI infancia maestros |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present dissertation presents the results of a research that aims to verify the convergence of the conception of teachers who work in the 2nd Final Cycle of Early Childhood Education of the Santo André municipal network with the concepts of playing in childhood contained in National Curriculum Guidelines for Early Childhood Education (DCNEI), 2010. The theme of children aged 0 to 6 years and their rights, children's educational policy, practices with children and teacher training alternatives have come, throughout history of Brazilian society, emerging and increasingly winning in educational discussions and in the action of social movements. Everything that is put on Early Childhood Education suggests discussions in the contemporary world, as this level of education presents itself as a necessary agenda in terms of its purpose and the specificities of its service. The analysis of the official educational documents demonstrates that one of the pillars of support for child development is playing, which is defended as the main activity of children, either by legal systems or by educational guidelines. In this scenario, we tried to answer the question that originated the research problem: - Do the conceptions of teachers who work in the 2nd Final Cycle classes about playing in childhood converge with the concepts about playing contained in DCNEI? The hypothesis that was formulated, if the conceptions about playing from the DCNEI are desirable, the teachers who understand and apply them would achieve better results in Early Childhood Education than colleagues who do not know them. The theoretical framework is based on the dialectical materialist perspective. The National Curriculum Guidelines for Early Childhood Education and the theoretical contributions on playing in childhood also refer to this work. It is a qualitative and quantitative study: quantitative, through a structured opinion trend survey, based on the Likert Scale, and qualitative, through an in-depth open interview. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-11-04T20:40:33Z |
dc.date.issued.fl_str_mv |
2020-05-29 |
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dc.identifier.citation.fl_str_mv |
Oliveira, Elaine Carla Sartori Guedes de. Pedagogia do brincar: concepções docentes na educação infantil. 2020. 278 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2341 |
identifier_str_mv |
Oliveira, Elaine Carla Sartori Guedes de. Pedagogia do brincar: concepções docentes na educação infantil. 2020. 278 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
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http://bibliotecatede.uninove.br/handle/tede/2341 |
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