The Early Childhood Educator’s View of the Importance of his Work

Detalhes bibliográficos
Autor(a) principal: Carolina Pasquini Ribeiro
Data de Publicação: 2021
Outros Autores: Orly Zucatto Mantovani de Assis
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.36367/ntqr.7.2021.413-423
Resumo: Currently, in Brazil, approximately 3 million children aged 0 to 3 years old are enrolled in school institutions. However, given the accumulation of concepts that guide child development, many educators in this age group remain imbued with distorted ideas, becoming alien to their social importance and, mainly, to the full development of the subject. The objective of this research was to investigate the impact of the training of education professionals who work with children from 0 to 2 years of age for the educational context in which they work. This is an action research, with the participation of 19 education assistants responsible for the care of 71 children between 4 and 24 months of age, in schools of a public municipal network. The investigation took place in 3 stages: exploratory, action and evaluation. This article presents one of the stages developed, the exploratory stage. Integrated and complementary activities comprised data collection at this stage, including: open interview in a focus group, collection of participant observation in the classroom, document review, individual semi-structured interview and a situational test. The corresponding responses during the stages were categorized according to their content, which made it possible to process the information. Among the results found at this moment, it was found that the educational context in question remained based on assistentialist conceptions, such as which determined a series of behaviors that influenced the care of young children; the lack of knowledge of how the development of the young child occurs on the part of the participants did not provide child-friendly practices; the devaluation of education professionals was not as it led to notice its importance in the development of children from 0 to 2 years old.
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spelling The Early Childhood Educator’s View of the Importance of his WorkA visão do educador da primeira infância frente à importância do seu trabalhoAction researchEarly ChildhoodEducational ContextChild DevelopmentPesquisa-açãoPrimeira InfânciaContexto EducacionalDesenvolvimento InfantilCurrently, in Brazil, approximately 3 million children aged 0 to 3 years old are enrolled in school institutions. However, given the accumulation of concepts that guide child development, many educators in this age group remain imbued with distorted ideas, becoming alien to their social importance and, mainly, to the full development of the subject. The objective of this research was to investigate the impact of the training of education professionals who work with children from 0 to 2 years of age for the educational context in which they work. This is an action research, with the participation of 19 education assistants responsible for the care of 71 children between 4 and 24 months of age, in schools of a public municipal network. The investigation took place in 3 stages: exploratory, action and evaluation. This article presents one of the stages developed, the exploratory stage. Integrated and complementary activities comprised data collection at this stage, including: open interview in a focus group, collection of participant observation in the classroom, document review, individual semi-structured interview and a situational test. The corresponding responses during the stages were categorized according to their content, which made it possible to process the information. Among the results found at this moment, it was found that the educational context in question remained based on assistentialist conceptions, such as which determined a series of behaviors that influenced the care of young children; the lack of knowledge of how the development of the young child occurs on the part of the participants did not provide child-friendly practices; the devaluation of education professionals was not as it led to notice its importance in the development of children from 0 to 2 years old.Atualmente, no Brasil, aproximadamente 3 milhões de crianças de 0 a 3 anos de idade encontram-se matriculadas em instituições escolares. Porém, dado inúmeras concepções que norteiam o desenvolvimento infantil, muitos educadores dessa faixa etária permanecem imbuídos por ideias distorcidas, tornando-se alheios à sua importância social e, principalmente, para com o pleno desenvolvimento do sujeito. Objetivou-se nesta pesquisa investigar o impacto da formação dos profissionais de educação que trabalham com crianças de 0 a 2 anos de idade para o contexto educacional em que atuam. Trata-se de uma pesquisa-ação, da qual participaram 19 auxiliares de educação responsáveis pelo atendimento de 71 crianças entre 4 e 24 meses de idade, em escolas de uma rede pública municipal. A investigação ocorreu em 3 etapas: exploratória, de ação e de avaliação. Este artigo apresenta uma das etapas desenvolvidas, a etapa exploratória. Atividades integradas e complementares compuseram a coleta de dados nesta etapa, entre elas: entrevista aberta em grupo focal, sessões de observação participante em sala de aula, revisão de documentos, entrevista semiestruturada individual e um teste situacional. As respostas obtidas durante as etapas foram categorizadas de acordo com seu conteúdo, o que possibilitou o tratamento das informações. Entre os resultados encontrados neste momento concluiu-se que o contexto educacional em questão permanecia fundamentado por concepções assistencialistas, as quais determinavam uma série de comportamentos que influenciavam o atendimento às crianças pequenas; o não conhecimento do como ocorre o desenvolvimento da criança pequena por parte das participantes não propiciava práticas favoráveis a criança; a desvalorização das profissionais de educação não as levava a notar sua importância frente ao desenvolvimento das crianças de 0 a 2 anos de idade.Ludomedia2021-07-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.7.2021.413-423https://doi.org/10.36367/ntqr.7.2021.413-423New Trends in Qualitative Research; Vol. 7 (2021): Qualitative Research in Education: Advances and Challenges; 413-423New Trends in Qualitative Research; Vol. 7 (2021): Investigación Cualitativa en Educación: avances y desafíos; 413-423New Trends in Qualitative Research; Vol. 7 (2021): Investigação Qualitativa em Educação: avanços e desafios; 413-4232184-777010.36367/ntqr.7.2021reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://publi.ludomedia.org/index.php/ntqr/article/view/342https://publi.ludomedia.org/index.php/ntqr/article/view/342/344Carolina Pasquini RibeiroOrly Zucatto Mantovani de Assisinfo:eu-repo/semantics/openAccess2023-08-13T09:12:59Zoai:ojs.publi.ludomedia.org:article/342Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:48:09.086967Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The Early Childhood Educator’s View of the Importance of his Work
A visão do educador da primeira infância frente à importância do seu trabalho
title The Early Childhood Educator’s View of the Importance of his Work
spellingShingle The Early Childhood Educator’s View of the Importance of his Work
Carolina Pasquini Ribeiro
Action research
Early Childhood
Educational Context
Child Development
Pesquisa-ação
Primeira Infância
Contexto Educacional
Desenvolvimento Infantil
title_short The Early Childhood Educator’s View of the Importance of his Work
title_full The Early Childhood Educator’s View of the Importance of his Work
title_fullStr The Early Childhood Educator’s View of the Importance of his Work
title_full_unstemmed The Early Childhood Educator’s View of the Importance of his Work
title_sort The Early Childhood Educator’s View of the Importance of his Work
author Carolina Pasquini Ribeiro
author_facet Carolina Pasquini Ribeiro
Orly Zucatto Mantovani de Assis
author_role author
author2 Orly Zucatto Mantovani de Assis
author2_role author
dc.contributor.author.fl_str_mv Carolina Pasquini Ribeiro
Orly Zucatto Mantovani de Assis
dc.subject.por.fl_str_mv Action research
Early Childhood
Educational Context
Child Development
Pesquisa-ação
Primeira Infância
Contexto Educacional
Desenvolvimento Infantil
topic Action research
Early Childhood
Educational Context
Child Development
Pesquisa-ação
Primeira Infância
Contexto Educacional
Desenvolvimento Infantil
description Currently, in Brazil, approximately 3 million children aged 0 to 3 years old are enrolled in school institutions. However, given the accumulation of concepts that guide child development, many educators in this age group remain imbued with distorted ideas, becoming alien to their social importance and, mainly, to the full development of the subject. The objective of this research was to investigate the impact of the training of education professionals who work with children from 0 to 2 years of age for the educational context in which they work. This is an action research, with the participation of 19 education assistants responsible for the care of 71 children between 4 and 24 months of age, in schools of a public municipal network. The investigation took place in 3 stages: exploratory, action and evaluation. This article presents one of the stages developed, the exploratory stage. Integrated and complementary activities comprised data collection at this stage, including: open interview in a focus group, collection of participant observation in the classroom, document review, individual semi-structured interview and a situational test. The corresponding responses during the stages were categorized according to their content, which made it possible to process the information. Among the results found at this moment, it was found that the educational context in question remained based on assistentialist conceptions, such as which determined a series of behaviors that influenced the care of young children; the lack of knowledge of how the development of the young child occurs on the part of the participants did not provide child-friendly practices; the devaluation of education professionals was not as it led to notice its importance in the development of children from 0 to 2 years old.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-06
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://doi.org/10.36367/ntqr.7.2021.413-423
https://doi.org/10.36367/ntqr.7.2021.413-423
url https://doi.org/10.36367/ntqr.7.2021.413-423
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dc.relation.none.fl_str_mv https://publi.ludomedia.org/index.php/ntqr/article/view/342
https://publi.ludomedia.org/index.php/ntqr/article/view/342/344
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dc.publisher.none.fl_str_mv Ludomedia
publisher.none.fl_str_mv Ludomedia
dc.source.none.fl_str_mv New Trends in Qualitative Research; Vol. 7 (2021): Qualitative Research in Education: Advances and Challenges; 413-423
New Trends in Qualitative Research; Vol. 7 (2021): Investigación Cualitativa en Educación: avances y desafíos; 413-423
New Trends in Qualitative Research; Vol. 7 (2021): Investigação Qualitativa em Educação: avanços e desafios; 413-423
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10.36367/ntqr.7.2021
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