A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/8775 |
Resumo: | In what ways can dialogue contribute to the organization of an Early Childhood Education group? This work is directed to seek the answer to that question. Problematizing what is the meaning of the concept of dialogue that is consolidated in this work, a connection between early childhood education and philosophy was established, specifically in some of Plato?s dialogues, in which he gives voice to his thoughts, through the character of Socrates. Inside the Socratic philosophical context, the dialogue becomes the central tool to the practice and construction of this dissertation. With Socrates, the concept of dialogue is problematized and its understanding is put in check, in order to enable its encounter with an early childhood education group from the city of Porto Alegre ? RS. In this sense, the concept of dialogue is materialized as a way of communication between Socrates and the ones called upon by him, that is to say, a strategy put into practice in Ancient Greece, promoting the knowledge contained in the subject, and expecting from the one called upon, in this case Socrates, to make the move to show them the way to make their objective possible. However, in order to enhance the understanding of the concept of dialogue, it was necessary to expand the meaning of language, since in Socrates, the language was constituted only in its verbal form. And, in the everyday life of early childhood education, everything becomes language. After expanding the concept of language and reaching a consolidation of the concept of dialogue, this work focused on putting into practice the analysis of the initial question. From the observation of classes in an early childhood education kindergarten group, two modalities of dialogue put in practice by the teacher with the group of children were noticed: individualized dialogue and collective dialogue. In face of this specification, it was possible to notice that, in the platonic dialogues, the same modalities were put into practice by Socrates with the ones called upon by him. Because of this, a hybrid relation between the notes made during the observation of classes in the early childhood education group and two platonic dialogues (Alcibiades and Apology of Socrates) was established. Finally, it was determined how these dialogical exercises contributed to the organization of the group and in what ways the teacher articulated, with these dialogues, the pedagogic plan together with the children. |
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Pereira, Marcos Villelahttp://lattes.cnpq.br/2910880978387325http://lattes.cnpq.br/3234499140609635K?hnlein, Geverton Felipe2019-06-28T18:57:17Z2019-03-21http://tede2.pucrs.br/tede2/handle/tede/8775In what ways can dialogue contribute to the organization of an Early Childhood Education group? This work is directed to seek the answer to that question. Problematizing what is the meaning of the concept of dialogue that is consolidated in this work, a connection between early childhood education and philosophy was established, specifically in some of Plato?s dialogues, in which he gives voice to his thoughts, through the character of Socrates. Inside the Socratic philosophical context, the dialogue becomes the central tool to the practice and construction of this dissertation. With Socrates, the concept of dialogue is problematized and its understanding is put in check, in order to enable its encounter with an early childhood education group from the city of Porto Alegre ? RS. In this sense, the concept of dialogue is materialized as a way of communication between Socrates and the ones called upon by him, that is to say, a strategy put into practice in Ancient Greece, promoting the knowledge contained in the subject, and expecting from the one called upon, in this case Socrates, to make the move to show them the way to make their objective possible. However, in order to enhance the understanding of the concept of dialogue, it was necessary to expand the meaning of language, since in Socrates, the language was constituted only in its verbal form. And, in the everyday life of early childhood education, everything becomes language. After expanding the concept of language and reaching a consolidation of the concept of dialogue, this work focused on putting into practice the analysis of the initial question. From the observation of classes in an early childhood education kindergarten group, two modalities of dialogue put in practice by the teacher with the group of children were noticed: individualized dialogue and collective dialogue. In face of this specification, it was possible to notice that, in the platonic dialogues, the same modalities were put into practice by Socrates with the ones called upon by him. Because of this, a hybrid relation between the notes made during the observation of classes in the early childhood education group and two platonic dialogues (Alcibiades and Apology of Socrates) was established. Finally, it was determined how these dialogical exercises contributed to the organization of the group and in what ways the teacher articulated, with these dialogues, the pedagogic plan together with the children.De que formas o di?logo pode contribuir para a organiza??o de um grupo de Educa??o Infantil? ? ? busca pela resposta desta pergunta que este trabalho se direciona. Problematizando qual o sentido do conceito de di?logo que neste trabalho se consolida, foi feita uma costura entre a educa??o infantil e a filosofia, especificamente alguns di?logos de Plat?o, pelo qual d? voz aos seus pensamentos, atrav?s do personagem S?crates. Dentro do contexto filos?fico socr?tico, o di?logo se torna a ferramenta central para a pr?tica e constru??o desta disserta??o. Com S?crates, o conceito de di?logo ? problematizado e seu entendimento ? colocado em xeque, a fim de possibilitar o encontro com o mesmo junto a uma turma de educa??o infantil, do munic?pio de Porto Alegre ? RS. Neste sentido, o conceito de di?logo ? materializado como sendo uma forma de comunica??o entre S?crates e seus interpelados, ou seja, uma estrat?gia colocada em pr?tica na Gr?cia Antiga, promovendo o conhecimento que est? contido no pr?prio sujeito, cabendo ao interpelador, no caso S?crates, fazer o movimento de mostrar-lhe o caminho para que este fim se torne poss?vel. No entanto, para potencializar o entendimento do conceito de di?logo, foi necess?rio ampliar o sentido de linguagem, uma vez que com S?crates, a linguagem se constitu?a somente de maneira verbal. E, no cotidiano da educa??o infantil, tudo se torna linguagem. Ao ampliar o conceito de linguagem e chegar a uma consolida??o do conceito de di?logo, o encaminhamento deste trabalho foi o de colocar em pr?tica a an?lise da pergunta inicial. Em que a partir de observa??es em uma turma de jardim de pra?a da educa??o infantil, percebeu-se duas modalidades de di?logo colocadas em pr?tica pela professora junto ao grupo de crian?as, sendo elas: di?logo individualizado e di?logo coletivo. Diante desta especifica??o, percebeu-se que, nos di?logos plat?nicos, as mesmas modalidades eram colocadas em pr?tica por S?crates com seus interpelados. A partir disso, foi feito um hibridismo entre as anota??es das observa??es feitas dentro do grupo de educa??o infantil e de dois di?logos plat?nicos (Alceb?ades e Apologia de S?crates). Por fim, foi constatado de que formas estes exerc?cios dial?gicos contribu?ram para a organiza??o do grupo e de que formas a professora articulava, com estes di?logos, o planejamento pedag?gico junto ?s crian?as.Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2019-06-27T13:49:36Z No. of bitstreams: 1 Geverton Felipe K?hnlein (matricula - 17190536-7).pdf: 4276738 bytes, checksum: 0d8e1ca839295ec1ca42d21addc91a19 (MD5)Approved for entry into archive by Sarajane Pan (sarajane.pan@pucrs.br) on 2019-06-28T18:48:54Z (GMT) No. of bitstreams: 1 Geverton Felipe K?hnlein (matricula - 17190536-7).pdf: 4276738 bytes, checksum: 0d8e1ca839295ec1ca42d21addc91a19 (MD5)Made available in DSpace on 2019-06-28T18:57:17Z (GMT). No. of bitstreams: 1 Geverton Felipe K?hnlein (matricula - 17190536-7).pdf: 4276738 bytes, checksum: 0d8e1ca839295ec1ca42d21addc91a19 (MD5) Previous issue date: 2019-03-21Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESConselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPqapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/175793/Geverton%20Felipe%20K%c3%b6hnlein%20%28matricula%20-%2017190536-7%29.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??oPUCRSBrasilEscola de HumanidadesEduca??o InfantilDi?logoFilosofiaS?cratesLinguagemCIENCIAS HUMANAS::EDUCACAOA pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho n?o apresenta restri??o para publica??o835114043944023484500500500600600-6557531471218110192-24034581891035236735904625501369753661802873727776104890info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILGeverton Felipe K?hnlein (matricula - 17190536-7).pdf.jpgGeverton Felipe K?hnlein (matricula - 17190536-7).pdf.jpgimage/jpeg4933http://tede2.pucrs.br/tede2/bitstream/tede/8775/4/Geverton+Felipe+K%C3%B6hnlein+%28matricula+-+17190536-7%29.pdf.jpgd089ac46e6559ea773694ebeeecfd19aMD54TEXTGeverton Felipe K?hnlein (matricula - 17190536-7).pdf.txtGeverton Felipe K?hnlein (matricula - 17190536-7).pdf.txttext/plain248910http://tede2.pucrs.br/tede2/bitstream/tede/8775/3/Geverton+Felipe+K%C3%B6hnlein+%28matricula+-+17190536-7%29.pdf.txtff224505cd064c58630f42071c03a141MD53ORIGINALGeverton Felipe K?hnlein (matricula - 17190536-7).pdfGeverton Felipe K?hnlein (matricula - 17190536-7).pdfapplication/pdf4276738http://tede2.pucrs.br/tede2/bitstream/tede/8775/2/Geverton+Felipe+K%C3%B6hnlein+%28matricula+-+17190536-7%29.pdf0d8e1ca839295ec1ca42d21addc91a19MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/8775/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/87752019-06-28 20:00:28.746oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2019-06-28T23:00:28Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo |
title |
A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo |
spellingShingle |
A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo K?hnlein, Geverton Felipe Educa??o Infantil Di?logo Filosofia S?crates Linguagem CIENCIAS HUMANAS::EDUCACAO |
title_short |
A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo |
title_full |
A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo |
title_fullStr |
A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo |
title_full_unstemmed |
A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo |
title_sort |
A pr?tica socr?tica na educa??o infantil : di?logo, obedi?ncia e medo |
author |
K?hnlein, Geverton Felipe |
author_facet |
K?hnlein, Geverton Felipe |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pereira, Marcos Villela |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2910880978387325 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3234499140609635 |
dc.contributor.author.fl_str_mv |
K?hnlein, Geverton Felipe |
contributor_str_mv |
Pereira, Marcos Villela |
dc.subject.por.fl_str_mv |
Educa??o Infantil Di?logo Filosofia S?crates Linguagem |
topic |
Educa??o Infantil Di?logo Filosofia S?crates Linguagem CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In what ways can dialogue contribute to the organization of an Early Childhood Education group? This work is directed to seek the answer to that question. Problematizing what is the meaning of the concept of dialogue that is consolidated in this work, a connection between early childhood education and philosophy was established, specifically in some of Plato?s dialogues, in which he gives voice to his thoughts, through the character of Socrates. Inside the Socratic philosophical context, the dialogue becomes the central tool to the practice and construction of this dissertation. With Socrates, the concept of dialogue is problematized and its understanding is put in check, in order to enable its encounter with an early childhood education group from the city of Porto Alegre ? RS. In this sense, the concept of dialogue is materialized as a way of communication between Socrates and the ones called upon by him, that is to say, a strategy put into practice in Ancient Greece, promoting the knowledge contained in the subject, and expecting from the one called upon, in this case Socrates, to make the move to show them the way to make their objective possible. However, in order to enhance the understanding of the concept of dialogue, it was necessary to expand the meaning of language, since in Socrates, the language was constituted only in its verbal form. And, in the everyday life of early childhood education, everything becomes language. After expanding the concept of language and reaching a consolidation of the concept of dialogue, this work focused on putting into practice the analysis of the initial question. From the observation of classes in an early childhood education kindergarten group, two modalities of dialogue put in practice by the teacher with the group of children were noticed: individualized dialogue and collective dialogue. In face of this specification, it was possible to notice that, in the platonic dialogues, the same modalities were put into practice by Socrates with the ones called upon by him. Because of this, a hybrid relation between the notes made during the observation of classes in the early childhood education group and two platonic dialogues (Alcibiades and Apology of Socrates) was established. Finally, it was determined how these dialogical exercises contributed to the organization of the group and in what ways the teacher articulated, with these dialogues, the pedagogic plan together with the children. |
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2019 |
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2019-03-21 |
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500 500 500 600 600 |
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