A escola e a educação para a infância na perspectiva de uma educação integral
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/20953 |
Resumo: | This research has as object of study the school, the child and the education for the childhood in the perspective of comprehensive education. For this, the qualitative approach was used as a methodology which seeks to obtain reliable information to explain in depth the meaning and characteristics of the object of study, based on bibliographic research and documental analysis. Sixteen documents based on the Brazilian Federal Constitution, the Statute of the Child and the Adolescent and the Law on the Guidelines and Bases for the Brazilian Education were searched, which triggered a broader research on the subject. Thus, the analysis had as reference the concept of comprehensive education in the full-day school, which implies the mobilization of educational energies in the modification of the school curriculum model in which the actions foresee the child in its entirety, based on Moll (2010, 2012). To that end, the history of childhood and its place in today's society were studied (ARIÈS, 1975; CORSARO, 2011; STEARNS, 2006), the role of the school (GIRALDELLI, 1996; LIBÂNEO; OLIVEIRA; TOSCHI, 2008; SAVIANI, 2008, 2013) and the school curriculum aspects (SILVA, 1999; SACRISTÁN, 2013; RICHTER & BARBOSA, 2010). By means of these surveys, it was possible to create the articulation needed to analyze the ways throughout which the public policies for childhood are being formed in the sense of providing comprehensive education for children in early childhood education, more specifically for 4-5 year olds, which, after the Law No. 12,796/2013, became part of compulsory basic education. It is concluded that recent studies on childhood had great impact on public policies for early childhood education, highlighting the child in its entirety. It is also observed that the concept of comprehensive education appears in most documents. However, this study emphasizes that, although comprehensive education is foreseen, actions that effectively materialize such education are just a few and do not express the commitment to the democratization and the implementation of comprehensive early childhood education |
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Noffs, Neide de Aquinohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8980594T0Penteado, Juliana Faria Góes2018-04-03T11:15:37Z2018-03-01Penteado, Juliana Faria Góes. A escola e a educação para a infância na perspectiva de uma educação integral. 2018. 115 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/20953This research has as object of study the school, the child and the education for the childhood in the perspective of comprehensive education. For this, the qualitative approach was used as a methodology which seeks to obtain reliable information to explain in depth the meaning and characteristics of the object of study, based on bibliographic research and documental analysis. Sixteen documents based on the Brazilian Federal Constitution, the Statute of the Child and the Adolescent and the Law on the Guidelines and Bases for the Brazilian Education were searched, which triggered a broader research on the subject. Thus, the analysis had as reference the concept of comprehensive education in the full-day school, which implies the mobilization of educational energies in the modification of the school curriculum model in which the actions foresee the child in its entirety, based on Moll (2010, 2012). To that end, the history of childhood and its place in today's society were studied (ARIÈS, 1975; CORSARO, 2011; STEARNS, 2006), the role of the school (GIRALDELLI, 1996; LIBÂNEO; OLIVEIRA; TOSCHI, 2008; SAVIANI, 2008, 2013) and the school curriculum aspects (SILVA, 1999; SACRISTÁN, 2013; RICHTER & BARBOSA, 2010). By means of these surveys, it was possible to create the articulation needed to analyze the ways throughout which the public policies for childhood are being formed in the sense of providing comprehensive education for children in early childhood education, more specifically for 4-5 year olds, which, after the Law No. 12,796/2013, became part of compulsory basic education. It is concluded that recent studies on childhood had great impact on public policies for early childhood education, highlighting the child in its entirety. It is also observed that the concept of comprehensive education appears in most documents. However, this study emphasizes that, although comprehensive education is foreseen, actions that effectively materialize such education are just a few and do not express the commitment to the democratization and the implementation of comprehensive early childhood educationA presente pesquisa tem como objeto de estudo a escola, a criança e a educação para a infância na perspectiva da educação integral. Para isso, utilizou-se como metodologia a abordagem qualitativa, que visa buscar informação fidedignas para explicar em profundidade o significado e as características em que se encontra o objeto de estudo, a partir da pesquisa bibliográfica e análise documental. Foram pesquisados 16 documentos, desenvolvidos a partir da Constituição Federal, Estatuto da Criança e do Adolescente e Lei de Diretrizes e Bases da Educação Brasileira, desencadeando, por meio destes, uma pesquisa mais ampla sobre o tema. Desse modo, a análise teve como referência o conceito de educação integral na escola de dia inteiro, que implica na mobilização das energias pedagógicas na modificação do modelo curricular em que as ações preveem a criança na sua integralidade, embasado por Moll (2010, 2012). Para isso, levantou-se a história da infância e seu lugar na sociedade atual (ARIÈS, 1975; CORSARO, 2011; STEARNS, 2006), o papel da escola (GIRALDELLI, 1996; LIBÂNEO; OLIVEIRA; TOSCHI, 2008; SAVIANI, 2008, 2013) e os aspectos curriculares (SILVA, 1999; SACRISTÁN, 2013; RICHTER e BARBOSA, 2010). Através de tais levantamentos, foi possível a articulação necessária para analisar como as políticas públicas para infância estão se formando no sentido de oferecer educação integral para as crianças da educação infantil, mais especificamente às crianças de 4 e 5 anos, idade que passou a fazer parte da educação básica obrigatória a partir da lei nº 12.796/2013. Conclui-se que estudos recentes sobre a infância tiveram grande impacto nas políticas públicas para educação infantil, destacando a criança na sua integralidade. Constata-se, também, que a concepção de educação integral aparece na maioria dos documentos. Entretanto, este estudo ressalta que, apesar da educação integral estar prevista, ações que efetivamente concretizem tal educação são poucas e não expressam o compromisso com a democratização e implantação da educação infantil integralConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/45110/Juliana%20Faria%20G%c3%b3es%20Penteado.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoEducação integralEducação infantilEnsino em tempo integralComprehensive educationChild educationFull-time teachingCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOA escola e a educação para a infância na perspectiva de uma educação integralinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTJuliana Faria Góes Penteado.pdf.txtJuliana Faria Góes Penteado.pdf.txtExtracted texttext/plain258005https://repositorio.pucsp.br/xmlui/bitstream/handle/20953/4/Juliana%20Faria%20G%c3%b3es%20Penteado.pdf.txte625aabf0f151d161b620ea9ba24d7bfMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A escola e a educação para a infância na perspectiva de uma educação integral |
title |
A escola e a educação para a infância na perspectiva de uma educação integral |
spellingShingle |
A escola e a educação para a infância na perspectiva de uma educação integral Penteado, Juliana Faria Góes Educação integral Educação infantil Ensino em tempo integral Comprehensive education Child education Full-time teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
A escola e a educação para a infância na perspectiva de uma educação integral |
title_full |
A escola e a educação para a infância na perspectiva de uma educação integral |
title_fullStr |
A escola e a educação para a infância na perspectiva de uma educação integral |
title_full_unstemmed |
A escola e a educação para a infância na perspectiva de uma educação integral |
title_sort |
A escola e a educação para a infância na perspectiva de uma educação integral |
author |
Penteado, Juliana Faria Góes |
author_facet |
Penteado, Juliana Faria Góes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Noffs, Neide de Aquino |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8980594T0 |
dc.contributor.author.fl_str_mv |
Penteado, Juliana Faria Góes |
contributor_str_mv |
Noffs, Neide de Aquino |
dc.subject.por.fl_str_mv |
Educação integral Educação infantil Ensino em tempo integral |
topic |
Educação integral Educação infantil Ensino em tempo integral Comprehensive education Child education Full-time teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Comprehensive education Child education Full-time teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This research has as object of study the school, the child and the education for the childhood in the perspective of comprehensive education. For this, the qualitative approach was used as a methodology which seeks to obtain reliable information to explain in depth the meaning and characteristics of the object of study, based on bibliographic research and documental analysis. Sixteen documents based on the Brazilian Federal Constitution, the Statute of the Child and the Adolescent and the Law on the Guidelines and Bases for the Brazilian Education were searched, which triggered a broader research on the subject. Thus, the analysis had as reference the concept of comprehensive education in the full-day school, which implies the mobilization of educational energies in the modification of the school curriculum model in which the actions foresee the child in its entirety, based on Moll (2010, 2012). To that end, the history of childhood and its place in today's society were studied (ARIÈS, 1975; CORSARO, 2011; STEARNS, 2006), the role of the school (GIRALDELLI, 1996; LIBÂNEO; OLIVEIRA; TOSCHI, 2008; SAVIANI, 2008, 2013) and the school curriculum aspects (SILVA, 1999; SACRISTÁN, 2013; RICHTER & BARBOSA, 2010). By means of these surveys, it was possible to create the articulation needed to analyze the ways throughout which the public policies for childhood are being formed in the sense of providing comprehensive education for children in early childhood education, more specifically for 4-5 year olds, which, after the Law No. 12,796/2013, became part of compulsory basic education. It is concluded that recent studies on childhood had great impact on public policies for early childhood education, highlighting the child in its entirety. It is also observed that the concept of comprehensive education appears in most documents. However, this study emphasizes that, although comprehensive education is foreseen, actions that effectively materialize such education are just a few and do not express the commitment to the democratization and the implementation of comprehensive early childhood education |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-04-03T11:15:37Z |
dc.date.issued.fl_str_mv |
2018-03-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Penteado, Juliana Faria Góes. A escola e a educação para a infância na perspectiva de uma educação integral. 2018. 115 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/20953 |
identifier_str_mv |
Penteado, Juliana Faria Góes. A escola e a educação para a infância na perspectiva de uma educação integral. 2018. 115 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
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https://tede2.pucsp.br/handle/handle/20953 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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