A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA
Autor(a) principal: | |
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Data de Publicação: | 2024 |
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/2159 |
Resumo: | The motivating context of this research is that experienced by children of the last year of preschool, before entering elementary school. A time marked by expectations for children, their families and teachers, but also permeated by complex challenges involved in this transition. Often one may want to anticipate preparation practices for later years; for others, the omission or lack of dialogue with children about what is to come does not give due importance to this moment. The concerns about the daily life of teachers and children of the last year of preschool outlined as a central problem the following question: How to structure the pedagogical practices of the last year of the preschool and how do they favor or hinder the transition of children from early childhood education to the first year of elementary school? Among so many crossings, the objective of this construction is based on knowing and problematizing, from the discourses of teachers and the observation of their The transition of children from Early Childhood Education to the first year of Elementary School of two institutions in the city of Guarapuava/ PR. The following specific objectives are intertwined: to understand the conceptions of childhood, child and teaching in Early Childhood Education; to recognize and problematize the experiences of pre-school teachers regarding the pedagogical practice, and understanding about the objectives, purposes and transition of children from Early Childhood Education to Elementary School. The methodological course was outlined from the qualitative approach, supported by cultural studies and the Sociology of Childhood; we use the reading and analysis of national documents, that guide and conducted semi-structured interviews with teachers of the last year of preschool of two educational institutions in the city of Guarapuava/ Paraná. We also chose field observation as a methodological strategy for data generation, in which we seek to direct our gaze to the pedagogical practices carried out by teachers and to apprehend the conceptions of Early Childhood Education that records (field diary) and photographs as a way to preserve the details of the observed situations. The triangulation of data and its analysis made emerge the following categories, thought in an articulated way: a) time/temporality; b) spaces; c) materials/materialities; d) proposals; e) body. The results indicate the lack of knowledge about the meaning of the transition, including what is defined in the documents prepared for early childhood education. Thus, there was no transition thought, organized and dialogued with children, becoming evident the concern to prepare children for the arrival in elementary school. |
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Lira, Aliandra Cristina Mesomohttp://lattes.cnpq.br/1931135933077916033.698.539-81http://lattes.cnpq.br/4114189525933557FLORIANI, MICHELLE2024-02-29T19:41:50Z2024-02-07FLORIANI, MICHELLE. A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA. 2024. 165 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava.http://tede.unicentro.br:8080/jspui/handle/jspui/2159The motivating context of this research is that experienced by children of the last year of preschool, before entering elementary school. A time marked by expectations for children, their families and teachers, but also permeated by complex challenges involved in this transition. Often one may want to anticipate preparation practices for later years; for others, the omission or lack of dialogue with children about what is to come does not give due importance to this moment. The concerns about the daily life of teachers and children of the last year of preschool outlined as a central problem the following question: How to structure the pedagogical practices of the last year of the preschool and how do they favor or hinder the transition of children from early childhood education to the first year of elementary school? Among so many crossings, the objective of this construction is based on knowing and problematizing, from the discourses of teachers and the observation of their The transition of children from Early Childhood Education to the first year of Elementary School of two institutions in the city of Guarapuava/ PR. The following specific objectives are intertwined: to understand the conceptions of childhood, child and teaching in Early Childhood Education; to recognize and problematize the experiences of pre-school teachers regarding the pedagogical practice, and understanding about the objectives, purposes and transition of children from Early Childhood Education to Elementary School. The methodological course was outlined from the qualitative approach, supported by cultural studies and the Sociology of Childhood; we use the reading and analysis of national documents, that guide and conducted semi-structured interviews with teachers of the last year of preschool of two educational institutions in the city of Guarapuava/ Paraná. We also chose field observation as a methodological strategy for data generation, in which we seek to direct our gaze to the pedagogical practices carried out by teachers and to apprehend the conceptions of Early Childhood Education that records (field diary) and photographs as a way to preserve the details of the observed situations. The triangulation of data and its analysis made emerge the following categories, thought in an articulated way: a) time/temporality; b) spaces; c) materials/materialities; d) proposals; e) body. The results indicate the lack of knowledge about the meaning of the transition, including what is defined in the documents prepared for early childhood education. Thus, there was no transition thought, organized and dialogued with children, becoming evident the concern to prepare children for the arrival in elementary school.O contexto motivador dessa pesquisa é aquele vivido pelas crianças do último ano da pré-escola, antes de ingressar no Ensino Fundamental. Um tempo marcado por expectativas para os sujeitos infantis, suas famílias e professoras, mas também permeado por desafios complexos envoltos nessa transição. Muitas vezes pode-se querer antecipar práticas de preparação para os anos posteriores; por outras, a omissão ou falta de diálogo com as crianças sobre o que está por vir não confere a devida importância a esse momento. As inquietações a respeito do cotidiano de professoras e crianças do último ano da pré-escola delinearam como problema central a seguinte questão: Como se estruturam as práticas pedagógicas do último ano da pré-escola e de que modo favorecem ou dificultam a transição das crianças da Educação Infantil para o primeiro ano do Ensino Fundamental? Entre tantos atravessamentos, o objetivo desta construção se pauta em conhecer e problematizar, a partir dos discursos dos professores e da observação de suas práticas pedagógicas, a transição das crianças da Educação Infantil para o primeiro ano do Ensino Fundamental de duas instituições do município de Guarapuava/PR. Entrelaçados encontram-se os seguintes objetivos específicos: compreender as concepções de infância, criança e docência na Educação Infantil; reconhecer e problematizar as experiências de professores da pré-escola quanto à prática pedagógica, seu percurso profissional e as compreensões acerca dos objetivos, das finalidades e da transição das crianças da Educação Infantil para o Ensino Fundamental. O percurso metodológico foi delineado a partir da abordagem qualitativa, sustentado nos estudos culturais e na Sociologia da Infância; nos valemos da leitura e análise dos documentos nacionais, estadual e municipal que orientam e realizamos entrevistas semiestruturadas com professoras do último ano da pré-escola de duas instituições de ensino do município de Guarapuava/Paraná. Também elegemos a observação em campo como estratégia metodológica de geração de dados, na qual buscamos direcionar nosso olhar para as práticas pedagógicas efetivadas pelas professoras e apreender as concepções de Educação Infantil que as sustentam, nos valendo também de registros escritos (diário de campo) e fotográficos como forma de preservar os detalhes das situações observadas. A triangulação de dados e sua análise fizeram emergir as seguintes categorias, pensadas de modo articulado: a) tempo/temporalidade; b) espaços; c) materiais/materialidades; d) propostas; e) corpo. Os resultados obtidos indicam o desconhecimento sobre o significado da transição, inclusive, naquilo que está definido nos documentos elaborados para a Educação Infantil. Desse modo, não havia transição pensada, organizada e dialogada com as crianças, ficando evidente a preocupação em preparar as crianças para a chegada no Ensino Fundamental.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2024-02-29T19:41:50Z No. of bitstreams: 1 Dissertação - Michelle Floriani.pdf: 4683254 bytes, checksum: e9192406d02df8e85055a56dc0d239ba (MD5)Made available in DSpace on 2024-02-29T19:41:50Z (GMT). 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dc.title.por.fl_str_mv |
A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA |
dc.title.alternative.eng.fl_str_mv |
The transition of children from early childhood education to elementary school: the narrative of teachers and pedagogical practices proposed in the last year of preschool |
title |
A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA |
spellingShingle |
A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA FLORIANI, MICHELLE Educação Infantil Transição Ensino Fundamental Professoras Early Childhood Education Transition Elementary School Teachers CIENCIAS HUMANAS::EDUCACAO |
title_short |
A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA |
title_full |
A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA |
title_fullStr |
A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA |
title_full_unstemmed |
A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA |
title_sort |
A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA |
author |
FLORIANI, MICHELLE |
author_facet |
FLORIANI, MICHELLE |
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 |
033.698.539-81 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4114189525933557 |
dc.contributor.author.fl_str_mv |
FLORIANI, MICHELLE |
contributor_str_mv |
Lira, Aliandra Cristina Mesomo |
dc.subject.por.fl_str_mv |
Educação Infantil Transição Ensino Fundamental Professoras |
topic |
Educação Infantil Transição Ensino Fundamental Professoras Early Childhood Education Transition Elementary School Teachers CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Early Childhood Education Transition Elementary School Teachers |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The motivating context of this research is that experienced by children of the last year of preschool, before entering elementary school. A time marked by expectations for children, their families and teachers, but also permeated by complex challenges involved in this transition. Often one may want to anticipate preparation practices for later years; for others, the omission or lack of dialogue with children about what is to come does not give due importance to this moment. The concerns about the daily life of teachers and children of the last year of preschool outlined as a central problem the following question: How to structure the pedagogical practices of the last year of the preschool and how do they favor or hinder the transition of children from early childhood education to the first year of elementary school? Among so many crossings, the objective of this construction is based on knowing and problematizing, from the discourses of teachers and the observation of their The transition of children from Early Childhood Education to the first year of Elementary School of two institutions in the city of Guarapuava/ PR. The following specific objectives are intertwined: to understand the conceptions of childhood, child and teaching in Early Childhood Education; to recognize and problematize the experiences of pre-school teachers regarding the pedagogical practice, and understanding about the objectives, purposes and transition of children from Early Childhood Education to Elementary School. The methodological course was outlined from the qualitative approach, supported by cultural studies and the Sociology of Childhood; we use the reading and analysis of national documents, that guide and conducted semi-structured interviews with teachers of the last year of preschool of two educational institutions in the city of Guarapuava/ Paraná. We also chose field observation as a methodological strategy for data generation, in which we seek to direct our gaze to the pedagogical practices carried out by teachers and to apprehend the conceptions of Early Childhood Education that records (field diary) and photographs as a way to preserve the details of the observed situations. The triangulation of data and its analysis made emerge the following categories, thought in an articulated way: a) time/temporality; b) spaces; c) materials/materialities; d) proposals; e) body. The results indicate the lack of knowledge about the meaning of the transition, including what is defined in the documents prepared for early childhood education. Thus, there was no transition thought, organized and dialogued with children, becoming evident the concern to prepare children for the arrival in elementary school. |
publishDate |
2024 |
dc.date.accessioned.fl_str_mv |
2024-02-29T19:41:50Z |
dc.date.issued.fl_str_mv |
2024-02-07 |
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 |
FLORIANI, MICHELLE. A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA. 2024. 165 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/2159 |
identifier_str_mv |
FLORIANI, MICHELLE. A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL: AS NARRATIVAS DAS PROFESSORAS E AS PRÁTICAS PEDAGÓGICAS PROPOSTAS NO ÚLTIMO ANO DA PRÉ-ESCOLA. 2024. 165 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
url |
http://tede.unicentro.br:8080/jspui/handle/jspui/2159 |
dc.language.iso.fl_str_mv |
por |
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por |
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600 600 600 600 |
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dc.relation.cnpq.fl_str_mv |
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dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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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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Biblioteca Digital de Teses e Dissertações do 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) |
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repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
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