Datas comemorativas na educação infantil: dilemas e ambiguidades da prática
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/16899 |
Resumo: | The present research seeks to know, comprehend and disseminate the stance of early childhood education teachers in Sorocaba-SP regarding the role of commemorative dates in early childhood education today. For that, it was necessary, based on a qualitative methodology, to carry out three types of research: bibliographic, since it was necessary to consult academic texts about the researched subjects; exploratory, since the research was carried out with teachers; and documentary, as official documents that guide the work developed in early childhood education were consulted. The bibliography was based on authors such as Ostetto, Oliveira-Formosinho and Maia, among others. Among the documents consulted, we were mainly based on the National Curriculum Guidelines for Early Childhood Education (Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEIs). We started the reflection from a resumption of the objectives of the Traditional Pedagogy in contrast to those of the Participatory Pedagogy, understanding that the definition of child brought by the DCNEIs is in line with the objectives of the second. We turn our gaze to the presence of commemorative dates in Brazilian education, in addition to discussing curriculum and planning in early childhood education based on the use of commemorative dates. The research took place remotely and anonymously, where we obtained data about the participating teachers on their training, how long they have been working on the field and their stance regarding the theme of commemorative dates in early childhood education. From the reading, categorization and analysis of the data, we understand that most of the participating teachers consider the pedagogical work from commemorative dates in early childhood education to be important. The data obtained and analyzed indicate that there is a need for greater reflection on the pedagogical work carried out in early childhood education when it comes to basing it on commemorative dates, not only by the teachers, but by the entire school community linked to early childhood education. |
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Nascimento, Priscila Mendes doSantos, Maria Walburga doshttp://lattes.cnpq.br/2954227254025696http://lattes.cnpq.br/9294245341344714fa00d583-249c-4c2f-bdea-3471799c5ce72022-10-19T12:58:49Z2022-10-19T12:58:49Z2022-09-30NASCIMENTO, Priscila Mendes do. Datas comemorativas na educação infantil: dilemas e ambiguidades da prática. 2022. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, Sorocaba, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16899.https://repositorio.ufscar.br/handle/ufscar/16899The present research seeks to know, comprehend and disseminate the stance of early childhood education teachers in Sorocaba-SP regarding the role of commemorative dates in early childhood education today. For that, it was necessary, based on a qualitative methodology, to carry out three types of research: bibliographic, since it was necessary to consult academic texts about the researched subjects; exploratory, since the research was carried out with teachers; and documentary, as official documents that guide the work developed in early childhood education were consulted. The bibliography was based on authors such as Ostetto, Oliveira-Formosinho and Maia, among others. Among the documents consulted, we were mainly based on the National Curriculum Guidelines for Early Childhood Education (Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEIs). We started the reflection from a resumption of the objectives of the Traditional Pedagogy in contrast to those of the Participatory Pedagogy, understanding that the definition of child brought by the DCNEIs is in line with the objectives of the second. We turn our gaze to the presence of commemorative dates in Brazilian education, in addition to discussing curriculum and planning in early childhood education based on the use of commemorative dates. The research took place remotely and anonymously, where we obtained data about the participating teachers on their training, how long they have been working on the field and their stance regarding the theme of commemorative dates in early childhood education. From the reading, categorization and analysis of the data, we understand that most of the participating teachers consider the pedagogical work from commemorative dates in early childhood education to be important. The data obtained and analyzed indicate that there is a need for greater reflection on the pedagogical work carried out in early childhood education when it comes to basing it on commemorative dates, not only by the teachers, but by the entire school community linked to early childhood education.A presente pesquisa busca conhecer, aprofundar e divulgar posicionamentos de professoras da educação infantil de Sorocaba-SP a respeito do papel das datas comemorativas na educação infantil hoje. Para tanto, foi necessário a partir de metodologia qualitativa, realizar três tipos de pesquisa: bibliográfica, pois foi necessário consultar textos acadêmicos a respeito dos assuntos pesquisados; exploratória, já que a pesquisa se deu com professoras; e documental, pois foram consultados documentos oficiais que norteiam o trabalho desenvolvido na educação infantil. A bibliografia se baseou em autores como Ostetto, Oliveira-Formosinho e Maia, entre outros. Dentre os documentos consultados nos baseamos principalmente nas Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEIs. Iniciamos a reflexão a partir de uma retomada acerca dos objetivos da Pedagogia Tradicional em contraste com os da Pedagogia Participativa, compreendendo que a definição de criança trazida pelas DCNEIs vai de encontro com os objetivos da segunda. Voltamos nosso olhar para a presença das datas comemorativas na educação brasileira, além de discutirmos currículo e planejamento na educação infantil a partir do uso das datas comemorativas. A pesquisa exploratória se deu por meio de questionário exploratório enviado e respondido de forma remota e anônima, onde obtivemos dados sobre o perfil, a formação, tempo de atuação e os posicionamentos das professoras participantes a respeito da temática das datas comemorativas na educação infantil. A partir da leitura, categorização e análise dos dados, compreendemos que a maior parte das professoras participantes considera importante o trabalho pedagógico a partir de datas comemorativas na educação infantil. Os dados obtidos e analisados indicam que se faz necessário uma maior reflexão sobre o trabalho pedagógico realizado na educação infantil a partir de datas comemorativas, não só por parte das professoras, mas por toda a comunidade escolar ligada à educação infantil.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPedagogia - PedL-SoUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessdatas comemorativasEducação infantilPedagogia participativaCommemorative datesEarly childhood educationParticipatory pedagogyCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAODatas comemorativas na educação infantil: dilemas e ambiguidades da práticaCommemorative dates in early childhood education: dilemmas and ambiguities of the practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesis6006002f0046ef-3a9b-4074-9094-de7c4d571a1breponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTCC_PriscilaMdoNascimento_final.pdfTCC_PriscilaMdoNascimento_final.pdfTrabalho de conclusão de curso completo - Priscila Mendes do Nascimentoapplication/pdf1866954https://repositorio.ufscar.br/bitstream/ufscar/16899/4/TCC_PriscilaMdoNascimento_final.pdf2bd8ace0688dd902b0a06052a2479ecfMD54CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/16899/5/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD55TEXTTCC_PriscilaMdoNascimento_final.pdf.txtTCC_PriscilaMdoNascimento_final.pdf.txtExtracted texttext/plain113752https://repositorio.ufscar.br/bitstream/ufscar/16899/6/TCC_PriscilaMdoNascimento_final.pdf.txtb6c1ab5ce229214dcd4341e62482a1c9MD56THUMBNAILTCC_PriscilaMdoNascimento_final.pdf.jpgTCC_PriscilaMdoNascimento_final.pdf.jpgIM Thumbnailimage/jpeg8131https://repositorio.ufscar.br/bitstream/ufscar/16899/7/TCC_PriscilaMdoNascimento_final.pdf.jpgd480ac948bed70a197926387cbfbe95fMD57ufscar/168992023-09-18 18:32:33.456oai:repositorio.ufscar.br:ufscar/16899Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:33Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Datas comemorativas na educação infantil: dilemas e ambiguidades da prática |
dc.title.alternative.eng.fl_str_mv |
Commemorative dates in early childhood education: dilemmas and ambiguities of the practice |
title |
Datas comemorativas na educação infantil: dilemas e ambiguidades da prática |
spellingShingle |
Datas comemorativas na educação infantil: dilemas e ambiguidades da prática Nascimento, Priscila Mendes do datas comemorativas Educação infantil Pedagogia participativa Commemorative dates Early childhood education Participatory pedagogy CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Datas comemorativas na educação infantil: dilemas e ambiguidades da prática |
title_full |
Datas comemorativas na educação infantil: dilemas e ambiguidades da prática |
title_fullStr |
Datas comemorativas na educação infantil: dilemas e ambiguidades da prática |
title_full_unstemmed |
Datas comemorativas na educação infantil: dilemas e ambiguidades da prática |
title_sort |
Datas comemorativas na educação infantil: dilemas e ambiguidades da prática |
author |
Nascimento, Priscila Mendes do |
author_facet |
Nascimento, Priscila Mendes do |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9294245341344714 |
dc.contributor.author.fl_str_mv |
Nascimento, Priscila Mendes do |
dc.contributor.advisor1.fl_str_mv |
Santos, Maria Walburga dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2954227254025696 |
dc.contributor.authorID.fl_str_mv |
fa00d583-249c-4c2f-bdea-3471799c5ce7 |
contributor_str_mv |
Santos, Maria Walburga dos |
dc.subject.por.fl_str_mv |
datas comemorativas Educação infantil Pedagogia participativa |
topic |
datas comemorativas Educação infantil Pedagogia participativa Commemorative dates Early childhood education Participatory pedagogy CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Commemorative dates Early childhood education Participatory pedagogy |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The present research seeks to know, comprehend and disseminate the stance of early childhood education teachers in Sorocaba-SP regarding the role of commemorative dates in early childhood education today. For that, it was necessary, based on a qualitative methodology, to carry out three types of research: bibliographic, since it was necessary to consult academic texts about the researched subjects; exploratory, since the research was carried out with teachers; and documentary, as official documents that guide the work developed in early childhood education were consulted. The bibliography was based on authors such as Ostetto, Oliveira-Formosinho and Maia, among others. Among the documents consulted, we were mainly based on the National Curriculum Guidelines for Early Childhood Education (Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEIs). We started the reflection from a resumption of the objectives of the Traditional Pedagogy in contrast to those of the Participatory Pedagogy, understanding that the definition of child brought by the DCNEIs is in line with the objectives of the second. We turn our gaze to the presence of commemorative dates in Brazilian education, in addition to discussing curriculum and planning in early childhood education based on the use of commemorative dates. The research took place remotely and anonymously, where we obtained data about the participating teachers on their training, how long they have been working on the field and their stance regarding the theme of commemorative dates in early childhood education. From the reading, categorization and analysis of the data, we understand that most of the participating teachers consider the pedagogical work from commemorative dates in early childhood education to be important. The data obtained and analyzed indicate that there is a need for greater reflection on the pedagogical work carried out in early childhood education when it comes to basing it on commemorative dates, not only by the teachers, but by the entire school community linked to early childhood education. |
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2022 |
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2022-10-19T12:58:49Z |
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2022-10-19T12:58:49Z |
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2022-09-30 |
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bachelorThesis |
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NASCIMENTO, Priscila Mendes do. Datas comemorativas na educação infantil: dilemas e ambiguidades da prática. 2022. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, Sorocaba, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16899. |
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https://repositorio.ufscar.br/handle/ufscar/16899 |
identifier_str_mv |
NASCIMENTO, Priscila Mendes do. Datas comemorativas na educação infantil: dilemas e ambiguidades da prática. 2022. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, Sorocaba, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16899. |
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