PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/1482 |
Resumo: | The legal advances that contemplate the education of young children have marked the last decades, but they still face difficulties for implementation, especially with regard to pedagogical practices and the organization of physical spaces, which impact on a quality early childhood education that excels in human and emancipatory. The general objective of the study was to explain the development of the project for the implementation of environmental rooms for the preschool, identifying possibilities, challenges and difficulties encountered by teachers. As specific objectives we seek to make explicit the functions and objectives of Early Childhood Education according to the guiding documents in the area; recognize the role of physical space in achieving pedagogical goals based on interactions and games; to present the planning and execution trajectory of the reorganization of the pre-school proposal in a municipality in Paraná and; to analyze how this change has impacted on the pedagogical practice of teachers regarding work in preschool, identifying positive points, challenges and difficulties. The theoretical basis of this work is anchored in the studies of Sommerbalder (2017), Guimarães (2011), Franco (2016), Côco (2018), Fochi (2016), Oliveira Formosinho and Formosinho (2017), Corsino (2010), Dornelles (2001), Barbosa (2009), among others who discuss the organization of pedagogical work with children from 0 to 6 years old, reflecting on routines, playing, the inseparability between care and education and teaching in Early Childhood Education. Also Tuan (2013), Horn (2001, 2007), Hermann (2005), Edwards, Formann and Gandini (1999), Hoyuelos (2006), Forneiro (1998), Borges (2016), Farias and Salles (2012), which address the organization of spaces and their transformation into environments, among other researchers. As for the methodology, it is a qualitative research, which started from a bibliographic study and field research with participant action and an interview with professionals in a Municipal Center for Early Childhood Education in the City of Mangueirinha, Paraná. The organization of Early Childhood Education is based on the legal principles and guiding documents, which highlight the importance of the proper structuring of the physical space and how, considering the relationships established, we have the concept of environment. In this sense, spaces-environments are considered structural elements, due to their aesthetic and formative dimension, directly involved in the education of children. The challenge presented and shared was to design and organize the preschool from its space to a work proposal that considers the specificities of young children. From the point of view of the professionals working in this endeavor, there was a recurrent need in the subjects' speeches for continuing education that problematized the challenges of thinking about the education of 4 and 5-year-old children, being equally important investment in structuring spaces, acquisition materials that promote a more autonomous, participatory and human formation in Early Childhood Education. Explaining the way in which the proposal was conceived, implemented and the initial challenges experienced by the professionals reveals that it is possible to think of the preschool in a different way, committed to the quality of the education offered. |
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Lira, Aliandra Cristina Mesomohttp://lattes.cnpq.br/1931135933077916898.804.399-53http://lattes.cnpq.br/7047546151878186DALL SANTO, IARA APARECIDA DEITOS2021-03-30T20:53:58Z2020-08-19DALL SANTO, IARA APARECIDA DEITOS. PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES. 2020. 92 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/1482The legal advances that contemplate the education of young children have marked the last decades, but they still face difficulties for implementation, especially with regard to pedagogical practices and the organization of physical spaces, which impact on a quality early childhood education that excels in human and emancipatory. The general objective of the study was to explain the development of the project for the implementation of environmental rooms for the preschool, identifying possibilities, challenges and difficulties encountered by teachers. As specific objectives we seek to make explicit the functions and objectives of Early Childhood Education according to the guiding documents in the area; recognize the role of physical space in achieving pedagogical goals based on interactions and games; to present the planning and execution trajectory of the reorganization of the pre-school proposal in a municipality in Paraná and; to analyze how this change has impacted on the pedagogical practice of teachers regarding work in preschool, identifying positive points, challenges and difficulties. The theoretical basis of this work is anchored in the studies of Sommerbalder (2017), Guimarães (2011), Franco (2016), Côco (2018), Fochi (2016), Oliveira Formosinho and Formosinho (2017), Corsino (2010), Dornelles (2001), Barbosa (2009), among others who discuss the organization of pedagogical work with children from 0 to 6 years old, reflecting on routines, playing, the inseparability between care and education and teaching in Early Childhood Education. Also Tuan (2013), Horn (2001, 2007), Hermann (2005), Edwards, Formann and Gandini (1999), Hoyuelos (2006), Forneiro (1998), Borges (2016), Farias and Salles (2012), which address the organization of spaces and their transformation into environments, among other researchers. As for the methodology, it is a qualitative research, which started from a bibliographic study and field research with participant action and an interview with professionals in a Municipal Center for Early Childhood Education in the City of Mangueirinha, Paraná. The organization of Early Childhood Education is based on the legal principles and guiding documents, which highlight the importance of the proper structuring of the physical space and how, considering the relationships established, we have the concept of environment. In this sense, spaces-environments are considered structural elements, due to their aesthetic and formative dimension, directly involved in the education of children. The challenge presented and shared was to design and organize the preschool from its space to a work proposal that considers the specificities of young children. From the point of view of the professionals working in this endeavor, there was a recurrent need in the subjects' speeches for continuing education that problematized the challenges of thinking about the education of 4 and 5-year-old children, being equally important investment in structuring spaces, acquisition materials that promote a more autonomous, participatory and human formation in Early Childhood Education. Explaining the way in which the proposal was conceived, implemented and the initial challenges experienced by the professionals reveals that it is possible to think of the preschool in a different way, committed to the quality of the education offered.O objetivo geral do estudo foi explicitar o desenvolvimento do projeto de implantação de salas ambientes para a pré-escola, identificando possibilidades, desafios e dificuldades encontradas pelos professores. Quanto à metodologia, trata-se de pesquisa qualitativa, que partiu de um estudo bibliográfico e pesquisa de campo com ação participante e realização de entrevista com profissionais em um Centro Municipal de Educação infantil da Cidade de Mangueirinha, Paraná. A fundamentação teórica deste trabalho ancora-se nos estudos de Sommerbalder (2017), Guimarães (2011), Franco (2016), Côco (2018), Fochi (2016), Oliveira Formosinho e Formosinho (2017), Corsino (2010), Dornelles (2001), Barbosa (2009), entre outros que discutem a organização do trabalho pedagógico com crianças de 0 a 6 anos de idade, refletindo sobre as rotinas, o brincar, a indissociabilidade entre cuidado e educação e docência na Educação Infantil. Também Tuan (2013), Horn (2001, 2007), Hermann (2005), Edwards, Formann e Gandini (1999), Hoyuelos (2006), Forneiro (1998), Borges (2016), Farias e Salles (2012), que abordam sobre a organização dos espaços e sua transformação em ambientes, dentre outros pesquisadores. A organização da Educação Infantil ancora-se nos princípios legais e documentos orientadores, os quais destacam a importância da estruturação adequada do espaço físico e como, a considerar as relações estabelecidas, temos o conceito de ambiente. Nesse sentido, os espaços-ambientes são considerados elementos estruturantes, pela sua dimensão estética e formativa, diretamente implicados na educação das crianças. Projetar e organizar a pré-escola desde seu espaço até uma proposta de trabalho que considere as especificidades das crianças pequenas foi o desafio apresentado e compartilhado. Do ponto de vista dos profissionais atuantes nessa empreitada, foi recorrente nas falas dos sujeitos a necessidade de formação continuada que problematize os desafios de pensar a educação de crianças de 4 e 5 anos de idade, sendo igualmente importante investimento na estruturação de espaços, aquisição de materiais que promovam uma formação mais autônoma, participativa e humana na Educação Infantil. Explicitar o percurso de concepção da proposta, implementação e os desafios iniciais vivenciados pelos profissionais revela que é possível pensar a pré-escola de um jeito diferente, comprometida com a qualidade da educação ofertada.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2021-03-30T20:53:58Z No. of bitstreams: 1 DEFESA FINAL COM A FICHA CATALOGRÁFICA iara.pdf: 2030697 bytes, checksum: bc7dc794be5473791b1ac6f7ffb54c19 (MD5)Made available in DSpace on 2021-03-30T20:53:58Z (GMT). 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dc.title.por.fl_str_mv |
PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES |
dc.title.alternative.eng.fl_str_mv |
Think and implement the preschool in a different way: route and initial impressions about the ambient rooms |
title |
PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES |
spellingShingle |
PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES DALL SANTO, IARA APARECIDA DEITOS Educação Infantil Espaço Ambiente Autonomia Interação Early Childhood Education Space Environment Autonomy Interaction CIENCIAS HUMANAS::EDUCACAO |
title_short |
PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES |
title_full |
PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES |
title_fullStr |
PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES |
title_full_unstemmed |
PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES |
title_sort |
PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES |
author |
DALL SANTO, IARA APARECIDA DEITOS |
author_facet |
DALL SANTO, IARA APARECIDA DEITOS |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lira, Aliandra Cristina Mesomo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1931135933077916 |
dc.contributor.authorID.fl_str_mv |
898.804.399-53 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7047546151878186 |
dc.contributor.author.fl_str_mv |
DALL SANTO, IARA APARECIDA DEITOS |
contributor_str_mv |
Lira, Aliandra Cristina Mesomo |
dc.subject.por.fl_str_mv |
Educação Infantil Espaço Ambiente Autonomia Interação |
topic |
Educação Infantil Espaço Ambiente Autonomia Interação Early Childhood Education Space Environment Autonomy Interaction CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Early Childhood Education Space Environment Autonomy Interaction |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The legal advances that contemplate the education of young children have marked the last decades, but they still face difficulties for implementation, especially with regard to pedagogical practices and the organization of physical spaces, which impact on a quality early childhood education that excels in human and emancipatory. The general objective of the study was to explain the development of the project for the implementation of environmental rooms for the preschool, identifying possibilities, challenges and difficulties encountered by teachers. As specific objectives we seek to make explicit the functions and objectives of Early Childhood Education according to the guiding documents in the area; recognize the role of physical space in achieving pedagogical goals based on interactions and games; to present the planning and execution trajectory of the reorganization of the pre-school proposal in a municipality in Paraná and; to analyze how this change has impacted on the pedagogical practice of teachers regarding work in preschool, identifying positive points, challenges and difficulties. The theoretical basis of this work is anchored in the studies of Sommerbalder (2017), Guimarães (2011), Franco (2016), Côco (2018), Fochi (2016), Oliveira Formosinho and Formosinho (2017), Corsino (2010), Dornelles (2001), Barbosa (2009), among others who discuss the organization of pedagogical work with children from 0 to 6 years old, reflecting on routines, playing, the inseparability between care and education and teaching in Early Childhood Education. Also Tuan (2013), Horn (2001, 2007), Hermann (2005), Edwards, Formann and Gandini (1999), Hoyuelos (2006), Forneiro (1998), Borges (2016), Farias and Salles (2012), which address the organization of spaces and their transformation into environments, among other researchers. As for the methodology, it is a qualitative research, which started from a bibliographic study and field research with participant action and an interview with professionals in a Municipal Center for Early Childhood Education in the City of Mangueirinha, Paraná. The organization of Early Childhood Education is based on the legal principles and guiding documents, which highlight the importance of the proper structuring of the physical space and how, considering the relationships established, we have the concept of environment. In this sense, spaces-environments are considered structural elements, due to their aesthetic and formative dimension, directly involved in the education of children. The challenge presented and shared was to design and organize the preschool from its space to a work proposal that considers the specificities of young children. From the point of view of the professionals working in this endeavor, there was a recurrent need in the subjects' speeches for continuing education that problematized the challenges of thinking about the education of 4 and 5-year-old children, being equally important investment in structuring spaces, acquisition materials that promote a more autonomous, participatory and human formation in Early Childhood Education. Explaining the way in which the proposal was conceived, implemented and the initial challenges experienced by the professionals reveals that it is possible to think of the preschool in a different way, committed to the quality of the education offered. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-08-19 |
dc.date.accessioned.fl_str_mv |
2021-03-30T20:53:58Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
DALL SANTO, IARA APARECIDA DEITOS. PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES. 2020. 92 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/1482 |
identifier_str_mv |
DALL SANTO, IARA APARECIDA DEITOS. PENSAR E IMPLEMENTAR A PRÉ-ESCOLA DE UM JEITO DIFERENTE: PERCURSO E IMPRESSÕES INICIAIS ACERCA DAS SALAS AMBIENTES. 2020. 92 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
url |
http://tede.unicentro.br:8080/jspui/handle/jspui/1482 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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-5003148480375907023 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
4271042743852231756 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Centro-Oeste |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação (Mestrado - Irati) |
dc.publisher.initials.fl_str_mv |
UNICENTRO |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Unicentro::Departamento de Ciências Humanas, Letras e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Centro-Oeste |
dc.source.none.fl_str_mv |
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Universidade Estadual do Centro-Oeste (UNICENTRO) |
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UNICENTRO |
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UNICENTRO |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO - Universidade Estadual do Centro-Oeste (UNICENTRO) |
repository.mail.fl_str_mv |
repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
_version_ |
1811733821657186304 |