O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | https://tede2.pucrs.br/tede2/handle/tede/10807 |
Resumo: | The present study was carried out during the Covid-19 pandemic scenario and is a qualitative research of comparative exploratory nature. The study aimed to analyze the possibilities and challenges of Early Childhood Education and Childhood Pedagogies that began in the pandemic in order to (re)think everyday life, bonds, pedagogical praxis and the experience of young children in kindergarten. The scope of this research was carried out in three schools with classes in the last year of childhood educación- one public, one associated and one private - in Porto Alegre/RS. As methodological procedures, I adopted as main data collection techniques: participant observation, interviews and document analysis. Data analysis was carried out using the assumptions of content analysis. I understand that childhoods are plural and experienced in their singularities and that Early Childhood Education is one of the main spaces for interactions, socialization, games and cultural production of childhoods. I understand that in different times and spaces, the experiences lived on a daily basis are characterized as pedagogical practices of the education stage and are elements of child development and, besides that, the impacts caused by pandemic traumas have provided opportunities for new ways of thinking about child education. In this way, the theoretical framework opens a dialogue between the pedagogies of childhood, studies of everyday life and the sociology of childhood, supported by Sarmento (2009; 2013); Barbosa (2006; 2007; 2013; 2019); Horn (2004; 2019); Pais (2003), Certau (2013), Friedmann (2020) among other authors. I present the thesis that Covid-19 had an impact on the lives of young children, making it necessary to (re)think childhood and the Early Childhood Education stage through pedagogical practices that enable important experiences in children's daily lives for their development and training to from a deepening in childhood pedagogies. As a result, it is pointed out that each child lived the period of isolation and the face- to-face return to schools in a different way, which are not only related to pedagogical issues, but social, economic and psychological ones. Although there are many models that serve as inspiration for thinking about the pedagogical proposals that are part of the school routine, the importance and appreciation of children's culture, respect for their identity and their belonging at school are determining factors for healthy development. Daily life reveals to us the subjectivity of these pandemic impacts running through the conceptions of teaching, which requires a close look at their training, because it involves thinking about the improvement of teachers, when reflecting on the temporal changes we are experiencing. It also highlights the importance of establishing bonds not only with the children, but with their families, with the school being a place of shelter, relationships and coexistence. Indeed, it is urgent to listen to children. Understanding the school, as a child's place, which helps in their social and cognitive structuring. |
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Santos, Andréia Mendes doshttp://lattes.cnpq.br/9544763044134842http://lattes.cnpq.br/9094365892143665Verissimo, Ana Carolina Brandão2023-06-05T13:01:07Z2023-03-29https://tede2.pucrs.br/tede2/handle/tede/10807The present study was carried out during the Covid-19 pandemic scenario and is a qualitative research of comparative exploratory nature. The study aimed to analyze the possibilities and challenges of Early Childhood Education and Childhood Pedagogies that began in the pandemic in order to (re)think everyday life, bonds, pedagogical praxis and the experience of young children in kindergarten. The scope of this research was carried out in three schools with classes in the last year of childhood educación- one public, one associated and one private - in Porto Alegre/RS. As methodological procedures, I adopted as main data collection techniques: participant observation, interviews and document analysis. Data analysis was carried out using the assumptions of content analysis. I understand that childhoods are plural and experienced in their singularities and that Early Childhood Education is one of the main spaces for interactions, socialization, games and cultural production of childhoods. I understand that in different times and spaces, the experiences lived on a daily basis are characterized as pedagogical practices of the education stage and are elements of child development and, besides that, the impacts caused by pandemic traumas have provided opportunities for new ways of thinking about child education. In this way, the theoretical framework opens a dialogue between the pedagogies of childhood, studies of everyday life and the sociology of childhood, supported by Sarmento (2009; 2013); Barbosa (2006; 2007; 2013; 2019); Horn (2004; 2019); Pais (2003), Certau (2013), Friedmann (2020) among other authors. I present the thesis that Covid-19 had an impact on the lives of young children, making it necessary to (re)think childhood and the Early Childhood Education stage through pedagogical practices that enable important experiences in children's daily lives for their development and training to from a deepening in childhood pedagogies. As a result, it is pointed out that each child lived the period of isolation and the face- to-face return to schools in a different way, which are not only related to pedagogical issues, but social, economic and psychological ones. Although there are many models that serve as inspiration for thinking about the pedagogical proposals that are part of the school routine, the importance and appreciation of children's culture, respect for their identity and their belonging at school are determining factors for healthy development. Daily life reveals to us the subjectivity of these pandemic impacts running through the conceptions of teaching, which requires a close look at their training, because it involves thinking about the improvement of teachers, when reflecting on the temporal changes we are experiencing. It also highlights the importance of establishing bonds not only with the children, but with their families, with the school being a place of shelter, relationships and coexistence. Indeed, it is urgent to listen to children. Understanding the school, as a child's place, which helps in their social and cognitive structuring.O presente estudo foi feito durante o cenário pandêmico da Covid-19 e trata-se de uma pesquisa qualitativa de cunho exploratório comparativo. O estudo teve como objetivo analisar as possibilidades e os desafios da Educação Infantil e das Pedagogias das Infâncias a partir da pandemia a fim de (re)pensar o cotidiano, os vínculos, as práxis pedagógicas e a experiência das crianças pequenas na escola infantil. O recorte desta pesquisa foi feito em três turmas do último nível da Educação Infantil, sendo: uma pública, uma conveniada e uma privada, em Porto Alegre/RS. Como procedimentos metodológicos, adotou-se como principais técnicas de coleta de dados: observação participante, entrevistas e análise documental. A análise dos dados foi feita através dos pressupostos da análise de conteúdo. Compreende-se que as infâncias são plurais e vividas em suas singularidades e que a Educação Infantil é um dos principais espaços de interações, socialização, brincadeiras e produção cultural das infâncias. Entende-se que nos diferentes tempos e espaços, as experiências vivenciadas cotidianamente caracterizam-se como práticas pedagógicas da etapa de educação e são elementos de formação de desenvolvimento infantil e, além disso, que os impactos causados pelos traumas pandêmicos oportunizaram novas formas de pensar sobre a educação infantil. Dessa forma, o referencial teórico abre diálogo entre as pedagogias das infâncias, estudos do cotidiano e a sociologia das infâncias, apoiado em Sarmento (2009; 2013); Barbosa (2006; 2007; 2013; 2019); Horn (2004; 2019); Pais (2003), Certeau (2013), Friedmann (2020) entre outros autores. Apresenta-se a tese de que a Covid-19 teve impactos sobre a vida das crianças pequenas, sendo necessário (re)pensar as infâncias e a etapa da Educação Infantil através de práticas pedagógicas que possibilitem experiências importantes no cotidiano infantil para o seu desenvolvimento e formação, a partir de um aprofundamento nas Pedagogias das Infâncias. Como resultado, aponta-se que cada criança viveu de forma distinta o período de isolamento e o retorno presencial às escolas, não sendo esses apenas relacionados a questões pedagógicas, mas também sociais, econômicas e psicológicas. Ainda que haja muitos modelos que sirvam de inspiração para pensar as propostas pedagógicas que fazem parte do cotidiano escolar, a importância e a valorização da cultura infantil, o respeito a sua identidade e o seu pertencimento na escola são fatores determinantes para o desenvolvimento saudável. O cotidiano nos revela a subjetividade dos impactos pandêmicos perpassados pelas concepções do fazer docente, que necessita de um olhar atento sobre a sua formação, o que envolve pensar no aprimoramento dos professores quando se reflete sobre as mudanças temporais que vivenciamos. Ele também é atravessado pela importância de estabelecer vínculos não só com as crianças, mas com suas famílias, sendo a escola um lugar de abrigo, relações e convivência. Efetivamente, é urgente escutar as crianças e entender a escola como um lugar da criança, que a auxilia em sua estruturação social e cognitiva.Submitted by PPG Educação (educacao-pg@pucrs.br) on 2023-05-16T12:38:11Z No. of bitstreams: 1 Tese Ana Verissimo.pdf: 2053735 bytes, checksum: 4e3cfdf91bbf5023dd59f523e2f9a795 (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2023-06-05T12:54:20Z (GMT) No. of bitstreams: 1 Tese Ana Verissimo.pdf: 2053735 bytes, checksum: 4e3cfdf91bbf5023dd59f523e2f9a795 (MD5)Made available in DSpace on 2023-06-05T13:01:07Z (GMT). No. of bitstreams: 1 Tese Ana Verissimo.pdf: 2053735 bytes, checksum: 4e3cfdf91bbf5023dd59f523e2f9a795 (MD5) Previous issue date: 2023-03-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttps://tede2.pucrs.br/tede2/retrieve/187769/Tese%20Ana%20Verissimo.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilEscola de HumanidadesCriançasInfânciasEducação InfantilPráticas PedagógicasCoronavírusCIENCIAS HUMANAS::EDUCACAOO cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho não apresenta restrição para publicação835114043944023484500500500600-6557531471218110192-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTese Ana Verissimo.pdf.jpgTese Ana Verissimo.pdf.jpgimage/jpeg5073https://tede2.pucrs.br/tede2/bitstream/tede/10807/3/Tese+Ana+Verissimo.pdf.jpgeb74904d96e503c9db6086a905e8d5f7MD53TEXTTese Ana Verissimo.pdf.txtTese Ana Verissimo.pdf.txttext/plain340368https://tede2.pucrs.br/tede2/bitstream/tede/10807/4/Tese+Ana+Verissimo.pdf.txtc030b345e75365353f966e3e612295c4MD54ORIGINALTese Ana Verissimo.pdfTese Ana Verissimo.pdfapplication/pdf2053735https://tede2.pucrs.br/tede2/bitstream/tede/10807/2/Tese+Ana+Verissimo.pdf4e3cfdf91bbf5023dd59f523e2f9a795MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590https://tede2.pucrs.br/tede2/bitstream/tede/10807/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/108072023-06-05 20:00:20.045oai: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:2023-06-05T23:00:20Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo |
title |
O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo |
spellingShingle |
O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo Verissimo, Ana Carolina Brandão Crianças Infâncias Educação Infantil Práticas Pedagógicas Coronavírus CIENCIAS HUMANAS::EDUCACAO |
title_short |
O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo |
title_full |
O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo |
title_fullStr |
O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo |
title_full_unstemmed |
O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo |
title_sort |
O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo |
author |
Verissimo, Ana Carolina Brandão |
author_facet |
Verissimo, Ana Carolina Brandão |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Andréia Mendes dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9544763044134842 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9094365892143665 |
dc.contributor.author.fl_str_mv |
Verissimo, Ana Carolina Brandão |
contributor_str_mv |
Santos, Andréia Mendes dos |
dc.subject.por.fl_str_mv |
Crianças Infâncias Educação Infantil Práticas Pedagógicas Coronavírus |
topic |
Crianças Infâncias Educação Infantil Práticas Pedagógicas Coronavírus CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present study was carried out during the Covid-19 pandemic scenario and is a qualitative research of comparative exploratory nature. The study aimed to analyze the possibilities and challenges of Early Childhood Education and Childhood Pedagogies that began in the pandemic in order to (re)think everyday life, bonds, pedagogical praxis and the experience of young children in kindergarten. The scope of this research was carried out in three schools with classes in the last year of childhood educación- one public, one associated and one private - in Porto Alegre/RS. As methodological procedures, I adopted as main data collection techniques: participant observation, interviews and document analysis. Data analysis was carried out using the assumptions of content analysis. I understand that childhoods are plural and experienced in their singularities and that Early Childhood Education is one of the main spaces for interactions, socialization, games and cultural production of childhoods. I understand that in different times and spaces, the experiences lived on a daily basis are characterized as pedagogical practices of the education stage and are elements of child development and, besides that, the impacts caused by pandemic traumas have provided opportunities for new ways of thinking about child education. In this way, the theoretical framework opens a dialogue between the pedagogies of childhood, studies of everyday life and the sociology of childhood, supported by Sarmento (2009; 2013); Barbosa (2006; 2007; 2013; 2019); Horn (2004; 2019); Pais (2003), Certau (2013), Friedmann (2020) among other authors. I present the thesis that Covid-19 had an impact on the lives of young children, making it necessary to (re)think childhood and the Early Childhood Education stage through pedagogical practices that enable important experiences in children's daily lives for their development and training to from a deepening in childhood pedagogies. As a result, it is pointed out that each child lived the period of isolation and the face- to-face return to schools in a different way, which are not only related to pedagogical issues, but social, economic and psychological ones. Although there are many models that serve as inspiration for thinking about the pedagogical proposals that are part of the school routine, the importance and appreciation of children's culture, respect for their identity and their belonging at school are determining factors for healthy development. Daily life reveals to us the subjectivity of these pandemic impacts running through the conceptions of teaching, which requires a close look at their training, because it involves thinking about the improvement of teachers, when reflecting on the temporal changes we are experiencing. It also highlights the importance of establishing bonds not only with the children, but with their families, with the school being a place of shelter, relationships and coexistence. Indeed, it is urgent to listen to children. Understanding the school, as a child's place, which helps in their social and cognitive structuring. |
publishDate |
2023 |
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835114043944023484 |
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500 500 500 600 |
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