Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/36290 |
Resumo: | This research had, as a general objective, the analysis of the conception of children and childhoods and the implication of the pedagogical practices of the teachers of a municipal preschool in São Paulo, located in the west zone of the city. As specific objectives, we sought to: identify the conceptions of children and childhoods of the teachers participating in this study; identify the pedagogical practices of teachers at a municipal preschool for children aged 4 to 6 years and identify whether there are contradictions between the teachers' conceptions of children and childhood and the pedagogical practices adopted. We sought to discuss the following problem situation: “How do the conceptions of children and childhoods of the teachers of a municipal preschool in São Paulo imply in their pedagogical practices?”. Observation of pedagogical practices, document analysis and semi-structured interviews were used as data collection instruments applied to 7 teachers. For the teachers' interview process, use the following questions: "What does childhood mean?", "Define what it is to be a child.", "What are the pedagogical practices used in the school where they participate?". The theoretical studies had the contribution of Corsaro (2019), Dahlberg, Moss & Pence (2019), Freire (1997), Horn & Barbosa (2008), Horn & Silveira (2022), Kramer (2001), Sarmento & Pinto (1997 ), in addition to the documents that make up the municipal teaching of the early childhood education segment in the city of São Paulo for children aged 4 to 6 years old, among them: the City Curriculum (2019), the Normative Guidance of records in early childhood education ( 2020 ), Integrative Curriculum for Children in São Paulo (2015) and Normative Guideline No. 01 (2013). Data analysis, inspired by Bardin's content analysis, was carried out in three phases: pre-analysis (investigation phase, formulation of objectives and initial contact with the proposed theme), exploration of the proposed material (phase of formulation of a priori categories) and treatment of the results (analysis phase of the obtained results). It was identified, from the obtained results that: some teachers do not distinguish the conception of children and childhoods, that is, for them the terms are identical; the lack of intentionality is present in the pedagogical work of some teachers, although prior planning of the teaching work was verified; it was noticed that there was no consensus with regard to pedagogical practices, as some practices were significant and others archaic. A collaborative training was proposed to the teachers, during PEA (Special Action Project) times. Finally, it was concluded that continuing teacher training is a crucial element for the teacher to be able to exercise reflective thinking and act significantly in favor of the educational process |
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Sanches, Emília Maria Bezerra Cipriano Castrohttp://lattes.cnpq.br/1621685976264300http://lattes.cnpq.br/2463131669152775Matenhauer, Alessandra Nazareno2023-07-26T13:54:44Z2023-07-26T13:54:44Z2023-04-24Matenhauer, Alessandra Nazareno. Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.https://repositorio.pucsp.br/jspui/handle/handle/36290This research had, as a general objective, the analysis of the conception of children and childhoods and the implication of the pedagogical practices of the teachers of a municipal preschool in São Paulo, located in the west zone of the city. As specific objectives, we sought to: identify the conceptions of children and childhoods of the teachers participating in this study; identify the pedagogical practices of teachers at a municipal preschool for children aged 4 to 6 years and identify whether there are contradictions between the teachers' conceptions of children and childhood and the pedagogical practices adopted. We sought to discuss the following problem situation: “How do the conceptions of children and childhoods of the teachers of a municipal preschool in São Paulo imply in their pedagogical practices?”. Observation of pedagogical practices, document analysis and semi-structured interviews were used as data collection instruments applied to 7 teachers. For the teachers' interview process, use the following questions: "What does childhood mean?", "Define what it is to be a child.", "What are the pedagogical practices used in the school where they participate?". The theoretical studies had the contribution of Corsaro (2019), Dahlberg, Moss & Pence (2019), Freire (1997), Horn & Barbosa (2008), Horn & Silveira (2022), Kramer (2001), Sarmento & Pinto (1997 ), in addition to the documents that make up the municipal teaching of the early childhood education segment in the city of São Paulo for children aged 4 to 6 years old, among them: the City Curriculum (2019), the Normative Guidance of records in early childhood education ( 2020 ), Integrative Curriculum for Children in São Paulo (2015) and Normative Guideline No. 01 (2013). Data analysis, inspired by Bardin's content analysis, was carried out in three phases: pre-analysis (investigation phase, formulation of objectives and initial contact with the proposed theme), exploration of the proposed material (phase of formulation of a priori categories) and treatment of the results (analysis phase of the obtained results). It was identified, from the obtained results that: some teachers do not distinguish the conception of children and childhoods, that is, for them the terms are identical; the lack of intentionality is present in the pedagogical work of some teachers, although prior planning of the teaching work was verified; it was noticed that there was no consensus with regard to pedagogical practices, as some practices were significant and others archaic. A collaborative training was proposed to the teachers, during PEA (Special Action Project) times. Finally, it was concluded that continuing teacher training is a crucial element for the teacher to be able to exercise reflective thinking and act significantly in favor of the educational processEssa pesquisa teve, por objetivo geral, a análise da concepção de crianças e infâncias das professoras de uma escola municipal de educação infantil de São Paulo e a sua implicação nas práticas pedagógicas. Como objetivos específicos, buscou-se: identificar as concepções de crianças e infâncias das professoras participantes desse estudo; identificar as práticas pedagógicas das professoras de uma escola municipal de educação infantil para o segmento de crianças dos 4 a 6 anos de idade e identificar se há contradições entre as concepções de crianças e infâncias das professoras e as práticas pedagógicas adotadas. Buscou-se discutir a seguinte situação-problema: “Como as concepções de crianças e infâncias das professoras de uma escola municipal de educação infantil de São Paulo implicam nas suas práticas pedagógicas?”. Utilizou-se a observação das práticas pedagógicas, a análise documental e a entrevista semiestruturada como instrumentos de coleta de dados aplicados a 7 professoras. Para o processo de entrevista das professoras, levantouse as seguintes questões: “O que significa infância?”, “Defina o que é ser criança.”, “Quais são as práticas pedagógicas utilizadas na escola em que atuam?”. Os estudos teóricos tiveram a contribuição de Corsaro (2019), Dahlberg, Moss & Pence (2019), Freire (1997), Horn & Barbosa (2008), Horn & Silveira (2022), Kramer (2001), Sarmento & Pinto (1997), Mallaguzzi (1993b), Ludke e André (1986), OliveiraFormosinho (2007) entre outros, além dos documentos que compõem o ensino municipal do segmento da educação infantil da cidade de São Paulo para crianças de 4 a 6 anos de idade, entre eles: o Currículo da Cidade (2019), a Orientação Normativa de registros na educação infantil ( 2020 ), Currículo Integrador da Infância Paulistana (2015) e Orientação Normativa nº 01 (2013). A análise dos dados, inspirada na análise de conteúdo de Bardin, foi prevista por três fases: a pré-análise (fase de investigação, formulação dos objetivos e contato inicial com o tema proposto), a exploração do material proposto (fase da formulação das categorias a priori) e o tratamento dos resultados (fase da análise dos resultados obtidos). Identificou-se, a partir dos resultados obtidos que: algumas professoras não distinguem a concepção de crianças e infâncias, ou seja, para elas os termos são idênticos; a falta de intencionalidade encontra-se presente no fazer pedagógico de algumas professoras, embora constatou-se o planejamento prévio do trabalho docente; percebeu-se que não houve consenso no que se refere às práticas pedagógicas, pois algumas práticas apresentaram-se significativas e outras arcaicas. Foi proposta uma formação colaborativa às professoras, nos horários de PEA (Projeto Especial de Ação), por meio de estudo reflexivo de suas práticas pedagógicas e autoavaliação do fazer docente. Por fim, concluiu-se que a formação docente continuada é um elemento crucial para que o professor possa exercitar o pensamento reflexivo e atuar de forma significativa em prol do processo educativoporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOConcepção de crianças e infânciasEducação InfantilPráticas pedagógicasConception of children and childhoodChild EducationPedagogical practicesCrianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantilinfo: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_SPORIGINALAlessandra Nazareno Matenhauer.pdfapplication/pdf625305https://repositorio.pucsp.br/xmlui/bitstream/handle/36290/1/Alessandra%20Nazareno%20Matenhauer.pdff311309edee2fa7caa108484c04578a8MD51TEXTAlessandra Nazareno Matenhauer.pdf.txtAlessandra Nazareno Matenhauer.pdf.txtExtracted texttext/plain157899https://repositorio.pucsp.br/xmlui/bitstream/handle/36290/2/Alessandra%20Nazareno%20Matenhauer.pdf.txt75345f217ea4990f0f13aea9ac37fd9fMD52THUMBNAILAlessandra Nazareno Matenhauer.pdf.jpgAlessandra Nazareno Matenhauer.pdf.jpgGenerated Thumbnailimage/jpeg1202https://repositorio.pucsp.br/xmlui/bitstream/handle/36290/3/Alessandra%20Nazareno%20Matenhauer.pdf.jpge82630eedbd8bd5998f9dd7be1e4f82dMD53handle/362902023-07-27 01:07:32.692oai:repositorio.pucsp.br:handle/36290Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-07-27T04:07:32Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil |
title |
Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil |
spellingShingle |
Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil Matenhauer, Alessandra Nazareno CNPQ::CIENCIAS HUMANAS::EDUCACAO Concepção de crianças e infâncias Educação Infantil Práticas pedagógicas Conception of children and childhood Child Education Pedagogical practices |
title_short |
Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil |
title_full |
Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil |
title_fullStr |
Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil |
title_full_unstemmed |
Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil |
title_sort |
Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil |
author |
Matenhauer, Alessandra Nazareno |
author_facet |
Matenhauer, Alessandra Nazareno |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sanches, Emília Maria Bezerra Cipriano Castro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1621685976264300 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2463131669152775 |
dc.contributor.author.fl_str_mv |
Matenhauer, Alessandra Nazareno |
contributor_str_mv |
Sanches, Emília Maria Bezerra Cipriano Castro |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO Concepção de crianças e infâncias Educação Infantil Práticas pedagógicas Conception of children and childhood Child Education Pedagogical practices |
dc.subject.por.fl_str_mv |
Concepção de crianças e infâncias Educação Infantil Práticas pedagógicas |
dc.subject.eng.fl_str_mv |
Conception of children and childhood Child Education Pedagogical practices |
description |
This research had, as a general objective, the analysis of the conception of children and childhoods and the implication of the pedagogical practices of the teachers of a municipal preschool in São Paulo, located in the west zone of the city. As specific objectives, we sought to: identify the conceptions of children and childhoods of the teachers participating in this study; identify the pedagogical practices of teachers at a municipal preschool for children aged 4 to 6 years and identify whether there are contradictions between the teachers' conceptions of children and childhood and the pedagogical practices adopted. We sought to discuss the following problem situation: “How do the conceptions of children and childhoods of the teachers of a municipal preschool in São Paulo imply in their pedagogical practices?”. Observation of pedagogical practices, document analysis and semi-structured interviews were used as data collection instruments applied to 7 teachers. For the teachers' interview process, use the following questions: "What does childhood mean?", "Define what it is to be a child.", "What are the pedagogical practices used in the school where they participate?". The theoretical studies had the contribution of Corsaro (2019), Dahlberg, Moss & Pence (2019), Freire (1997), Horn & Barbosa (2008), Horn & Silveira (2022), Kramer (2001), Sarmento & Pinto (1997 ), in addition to the documents that make up the municipal teaching of the early childhood education segment in the city of São Paulo for children aged 4 to 6 years old, among them: the City Curriculum (2019), the Normative Guidance of records in early childhood education ( 2020 ), Integrative Curriculum for Children in São Paulo (2015) and Normative Guideline No. 01 (2013). Data analysis, inspired by Bardin's content analysis, was carried out in three phases: pre-analysis (investigation phase, formulation of objectives and initial contact with the proposed theme), exploration of the proposed material (phase of formulation of a priori categories) and treatment of the results (analysis phase of the obtained results). It was identified, from the obtained results that: some teachers do not distinguish the conception of children and childhoods, that is, for them the terms are identical; the lack of intentionality is present in the pedagogical work of some teachers, although prior planning of the teaching work was verified; it was noticed that there was no consensus with regard to pedagogical practices, as some practices were significant and others archaic. A collaborative training was proposed to the teachers, during PEA (Special Action Project) times. Finally, it was concluded that continuing teacher training is a crucial element for the teacher to be able to exercise reflective thinking and act significantly in favor of the educational process |
publishDate |
2023 |
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2023-07-26T13:54:44Z |
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2023-07-26T13:54:44Z |
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2023-04-24 |
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Matenhauer, Alessandra Nazareno. Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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https://repositorio.pucsp.br/jspui/handle/handle/36290 |
identifier_str_mv |
Matenhauer, Alessandra Nazareno. Crianças e infâncias: concepções e práticas pedagógicas das professoras em uma escola municipal de educação infantil. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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