A linguagem escrita na educação infantil: direito da criança, desafio do professor
Autor(a) principal: | |
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Data de Publicação: | 2016 |
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/18950 |
Resumo: | The present moment, guided by the state of technological and scientific arts and for change and ethical, political and social, evidence is appropriate for that in kindergarten to understand the child as a social subject and therefore a subject of rights. One of these rights is access to verbal language, including oral language and writing, cultural products built historically instruments of expression, feelings and imagination in literate societies This survey, conducted in the light of cultural historical theory of human development , for which the higher psychological processes are culturally mediated , historically developed and socially constructed , aimed to investigate the perspective given to the written language in public institutions of early childhood education. Sought to identify the conceptions of teaching and learning of writing presented by the Basic Education teachers serving children aged five years the school system of the city of Suzano, their teaching practices and the relations established between its discourse and practice. The methodology was qualitative in nature from the perspective of action research. For data, collection was performed applying semi-structured questionnaire and the technique of Focus Group (FG). The productions CRUVINEL (2010), MELLO (2003, 2004, 2007, 2010, 2014), OLIVEIRA (2012), REGO (2012) and VYGOTSKY (1984, 1991) provided the theoretical basis that supported the research. Research results revealed lack of clarity of the teachers about the theoretical foundations of teaching practices that perform in the classroom. Divergent and conflicting speeches showed a lack of definition about what is working with written language in kindergarten. They pointed out also the need to reassess the educational proposals of the institutions, in order to include clear and consistent guidelines providing grants to teachers for contextualized work. In this context, in the light of cultural historical theory, we present a proposal for training from the theoretical dialogue of authors investigating the training of teachers, among them CANARY (1998), FULLAN e HARGREAVES (2000), GARCIA (1999, 2004), IMBERNÓM (2000, 2010), NÓVOA (2009), PLACCO (1992, 2002, 2008) e SCHON (2000) |
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Sanches, Emília Maria Bezerra Cipriano Castrohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4307408H7Souza, Eduardo Bezerra de2016-08-26T13:17:46Z2016-04-07Souza, Eduardo Bezerra de. A linguagem escrita na educação infantil: direito da criança, desafio do professor. 2016. 191 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/18950The present moment, guided by the state of technological and scientific arts and for change and ethical, political and social, evidence is appropriate for that in kindergarten to understand the child as a social subject and therefore a subject of rights. One of these rights is access to verbal language, including oral language and writing, cultural products built historically instruments of expression, feelings and imagination in literate societies This survey, conducted in the light of cultural historical theory of human development , for which the higher psychological processes are culturally mediated , historically developed and socially constructed , aimed to investigate the perspective given to the written language in public institutions of early childhood education. Sought to identify the conceptions of teaching and learning of writing presented by the Basic Education teachers serving children aged five years the school system of the city of Suzano, their teaching practices and the relations established between its discourse and practice. The methodology was qualitative in nature from the perspective of action research. For data, collection was performed applying semi-structured questionnaire and the technique of Focus Group (FG). The productions CRUVINEL (2010), MELLO (2003, 2004, 2007, 2010, 2014), OLIVEIRA (2012), REGO (2012) and VYGOTSKY (1984, 1991) provided the theoretical basis that supported the research. Research results revealed lack of clarity of the teachers about the theoretical foundations of teaching practices that perform in the classroom. Divergent and conflicting speeches showed a lack of definition about what is working with written language in kindergarten. They pointed out also the need to reassess the educational proposals of the institutions, in order to include clear and consistent guidelines providing grants to teachers for contextualized work. In this context, in the light of cultural historical theory, we present a proposal for training from the theoretical dialogue of authors investigating the training of teachers, among them CANARY (1998), FULLAN e HARGREAVES (2000), GARCIA (1999, 2004), IMBERNÓM (2000, 2010), NÓVOA (2009), PLACCO (1992, 2002, 2008) e SCHON (2000)O atual momento, pautado pelo estado das artes tecnológico e científico e por mudanças e transformações éticas, políticas e sociais, evidencia-se oportuno para que na Educação Infantil se compreenda a criança como sujeito social e, portanto, um sujeito de direitos. Um desses direitos é o acesso à linguagem verbal, que inclui a linguagem oral e a escrita, produtos culturais construídos historicamente, instrumentos de expressão, sentimentos e imaginação em sociedades letradas. Esta pesquisa, realizada sob a luz da teoria histórico cultural do desenvolvimento humano, pelo qual os processos psicológicos superiores são culturalmente mediados, historicamente desenvolvidos e socialmente construídos, teve o objetivo de investigar a perspectiva dada à linguagem escrita nas instituições públicas de Educação Infantil. Procurou identificar as concepções de ensino e aprendizado da escrita apresentadas pelas professoras de Educação Infantil que atendem crianças da faixa etária de 05 (cinco) anos da rede de ensino do Município de Suzano, suas práticas pedagógicas e as relações estabelecidas entre seus discursos e práticas. A metodologia utilizada foi de natureza qualitativa sob a perspectiva da pesquisa-ação. Para a coleta de dados foi realizada a aplicação de questionário semiestruturado e a técnica de Grupo Focal (GF). As produções de CRUVINEL (2010), MELLO (2003, 2004, 2007, 2010, 2014), OLIVEIRA (2012), REGO (2012) e VYGOTSKY (1984, 1991) forneceram os subsídios teóricos que fundamentaram a pesquisa. Os resultados da investigação revelaram falta de clareza das professoras quanto às fundamentações teóricas das práticas pedagógicas que realizam em sala de aula. Discursos divergentes e conflituosos evidenciaram uma indefinição sobre o que seja o trabalho com a linguagem escrita na Educação Infantil. Apontaram, ainda, a necessidade de um redimensionamento das propostas pedagógicas das instituições, de modo a contemplar orientações claras e coerentes fornecendo às professoras subsídios para um trabalho contextualizado. Neste contexto, à luz da teoria histórico cultural, apresentamos uma proposta de formação a partir do diálogo teórico de autores que investigam a formação de professores, entre eles, CANÁRIO (1998), FULLAN e HARGREAVES (2000), GARCIA (1999, 2004), IMBERNÓM (2000, 2010), NÓVOA (2009), PLACCO (1992, 2002, 2008) e SCHON (2000)application/pdfhttp://tede2.pucsp.br/tede/retrieve/38629/Eduardo%20Bezerra%20%20de%20Souza.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoEducação infantilLinguagem escritaFormação de professoresEarly childhood educationWritten languageTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOA linguagem escrita na educação infantil: direito da criança, desafio do professorThe written language in early childhood education: rights of the child, teacher challengeinfo: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_SPTEXTEduardo Bezerra de Souza.pdf.txtEduardo Bezerra de Souza.pdf.txtExtracted texttext/plain450206https://repositorio.pucsp.br/xmlui/bitstream/handle/18950/4/Eduardo%20Bezerra%20%20de%20Souza.pdf.txt196793995123cf4a8dac0580f42d0343MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/18950/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALEduardo Bezerra de Souza.pdfEduardo Bezerra de Souza.pdfapplication/pdf2172093https://repositorio.pucsp.br/xmlui/bitstream/handle/18950/2/Eduardo%20Bezerra%20%20de%20Souza.pdf032fa081098173425567799b8ceea7aeMD52THUMBNAILEduardo Bezerra de Souza.pdf.jpgEduardo Bezerra de Souza.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/18950/3/Eduardo%20Bezerra%20%20de%20Souza.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD53handle/189502022-04-28 15:27:56.795oai:repositorio.pucsp.br: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Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T18:27:56Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A linguagem escrita na educação infantil: direito da criança, desafio do professor |
dc.title.alternative.eng.fl_str_mv |
The written language in early childhood education: rights of the child, teacher challenge |
title |
A linguagem escrita na educação infantil: direito da criança, desafio do professor |
spellingShingle |
A linguagem escrita na educação infantil: direito da criança, desafio do professor Souza, Eduardo Bezerra de Educação infantil Linguagem escrita Formação de professores Early childhood education Written language Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A linguagem escrita na educação infantil: direito da criança, desafio do professor |
title_full |
A linguagem escrita na educação infantil: direito da criança, desafio do professor |
title_fullStr |
A linguagem escrita na educação infantil: direito da criança, desafio do professor |
title_full_unstemmed |
A linguagem escrita na educação infantil: direito da criança, desafio do professor |
title_sort |
A linguagem escrita na educação infantil: direito da criança, desafio do professor |
author |
Souza, Eduardo Bezerra de |
author_facet |
Souza, Eduardo Bezerra de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sanches, Emília Maria Bezerra Cipriano Castro |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4307408H7 |
dc.contributor.author.fl_str_mv |
Souza, Eduardo Bezerra de |
contributor_str_mv |
Sanches, Emília Maria Bezerra Cipriano Castro |
dc.subject.por.fl_str_mv |
Educação infantil Linguagem escrita Formação de professores |
topic |
Educação infantil Linguagem escrita Formação de professores Early childhood education Written language Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Early childhood education Written language Teacher training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present moment, guided by the state of technological and scientific arts and for change and ethical, political and social, evidence is appropriate for that in kindergarten to understand the child as a social subject and therefore a subject of rights. One of these rights is access to verbal language, including oral language and writing, cultural products built historically instruments of expression, feelings and imagination in literate societies This survey, conducted in the light of cultural historical theory of human development , for which the higher psychological processes are culturally mediated , historically developed and socially constructed , aimed to investigate the perspective given to the written language in public institutions of early childhood education. Sought to identify the conceptions of teaching and learning of writing presented by the Basic Education teachers serving children aged five years the school system of the city of Suzano, their teaching practices and the relations established between its discourse and practice. The methodology was qualitative in nature from the perspective of action research. For data, collection was performed applying semi-structured questionnaire and the technique of Focus Group (FG). The productions CRUVINEL (2010), MELLO (2003, 2004, 2007, 2010, 2014), OLIVEIRA (2012), REGO (2012) and VYGOTSKY (1984, 1991) provided the theoretical basis that supported the research. Research results revealed lack of clarity of the teachers about the theoretical foundations of teaching practices that perform in the classroom. Divergent and conflicting speeches showed a lack of definition about what is working with written language in kindergarten. They pointed out also the need to reassess the educational proposals of the institutions, in order to include clear and consistent guidelines providing grants to teachers for contextualized work. In this context, in the light of cultural historical theory, we present a proposal for training from the theoretical dialogue of authors investigating the training of teachers, among them CANARY (1998), FULLAN e HARGREAVES (2000), GARCIA (1999, 2004), IMBERNÓM (2000, 2010), NÓVOA (2009), PLACCO (1992, 2002, 2008) e SCHON (2000) |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-26T13:17:46Z |
dc.date.issued.fl_str_mv |
2016-04-07 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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dc.identifier.citation.fl_str_mv |
Souza, Eduardo Bezerra de. A linguagem escrita na educação infantil: direito da criança, desafio do professor. 2016. 191 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/18950 |
identifier_str_mv |
Souza, Eduardo Bezerra de. A linguagem escrita na educação infantil: direito da criança, desafio do professor. 2016. 191 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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PUC-SP |
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Pontifícia Universidade Católica de São Paulo |
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