The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar

Detalhes bibliográficos
Autor(a) principal: Souza, Flávia Burdzinski de
Data de Publicação: 2021
Outros Autores: Vasconcelos, Queila Almeida, Schmith, Roberta
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620
Resumo: This paper aims to establish a dialogue between the aesthetic principles of the National Curriculum Guidelines to Early Childhood Education (DCNEI) and the narratives present in the pedagogical documentation of working with clay in early childhood school SESC - Sesquinho from Santo Ângelo/RS. For this, the paper adopts a qualitative approach by bibliographic, documentary research and with inspiration in ethnographic studies. This dialogue is supported by DCNEI's documents and National Common Curricular Base, as well authors as Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); This theoretical framework was chosen to discuss how sensitivity, creativity, freedom of expression, among other aspects, are present in the narratives that build the grammar of clay within the daily life of a school that welcomes children in its entirety and considers pedagogical documentation a fundamental approach to thinking about his pedagogy.
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spelling The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammarLos principios estéticos de las Directrices Curriculares Nacionales Para La Educación Infantil: diálogos con la gramática de la arcillaOs princípios estéticos das Diretrizes Curriculares Nacionais para a Educação Infantil: diálogos com a gramática da argilaEducação Infantil. Princípios Estéticos. Gramática da argila.Childhood Education; Aesthetics Principles; Clay Grammar.Educación Infantil. Principios Estéticos. Gramática de la arcilla.This paper aims to establish a dialogue between the aesthetic principles of the National Curriculum Guidelines to Early Childhood Education (DCNEI) and the narratives present in the pedagogical documentation of working with clay in early childhood school SESC - Sesquinho from Santo Ângelo/RS. For this, the paper adopts a qualitative approach by bibliographic, documentary research and with inspiration in ethnographic studies. This dialogue is supported by DCNEI's documents and National Common Curricular Base, as well authors as Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); This theoretical framework was chosen to discuss how sensitivity, creativity, freedom of expression, among other aspects, are present in the narratives that build the grammar of clay within the daily life of a school that welcomes children in its entirety and considers pedagogical documentation a fundamental approach to thinking about his pedagogy.Establecer un diálogo entre los principios de las Directrices Curriculares Nacionales para la Educación Infantil (DCNEI) y las narrativas presentes en las documentaciones pedagógicas del trabajo con la arcilla de la escuela de Educación Infantil de SESC - Sesquinho de Santo Ângelo/RS, es el objetivo de este texto. Para ello, el trabajo adopta un enfoque cualitativo, con uso de investigación bibliográfica, documental y con inspiración en los estudios etnográficos. Para fundamentar ese diálogo, además de los documentos de las DCNEI y de la Base Nacional Común Curricular, autores como Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); entre otros, fueron utilizados para discutir como la sensibilidad, la creatividad, la libertad de expresión, y otros aspectos, se manifiestan en las narrativas que construyen la gramática de la arcilla dentro del cotidiano de una escuela que acoge a los niños por entero y que considera la documentación pedagógica un enfoque fundamental para pensar sobre su Pedagogía.Estabelecer um diálogo entre os princípios estéticos das Diretrizes Curriculares Nacionais para a Educação Infantil (DCNEI) e as narrativas presentes nas documentações pedagógicas do trabalho com argila da escola de Educação Infantil do SESC – Sesquinho de Santo Ângelo/RS, é o objetivo deste texto. Para isso, o trabalho adota uma abordagem qualitativa, com uso de pesquisa bibliográfica, documental e com inspirações nos estudos etnográficos. Para fundamentar esse diálogo, além dos documentos das DCNEI e da Base Nacional Comum Curricular, autores como: Staccioli (2013); Loss, Souza e Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); entre outros, foram usados para discutir como a sensibilidade, a criatividade, a liberdade de expressão, e outros aspectos, fazem-se presentes nas narrativas que constroem a gramática da argila dentro do cotidiano de uma escola, que acolhe as crianças na sua inteireza e que considera a documentação pedagógica uma abordagem fundamental para pensar sobre a sua Pedagogia.Editora UEPG2021-07-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF TextTexto PDFTexto PDFapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1762010.5212/OlharProfr.v.24.17620.070Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-23Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-23Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-23Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-23Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-231984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209214450https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209215627https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209215628Copyright (c) 2021 Flávia Burdzinski de Souza, Queila Almeida Vasconcelos, Roberta Schmithinfo:eu-repo/semantics/openAccessSouza, Flávia Burdzinski de Vasconcelos, Queila AlmeidaSchmith, Roberta 2022-03-10T18:41:26Zoai:uepg.br:article/17620Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-10T18:41:26Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
Los principios estéticos de las Directrices Curriculares Nacionales Para La Educación Infantil: diálogos con la gramática de la arcilla
Os princípios estéticos das Diretrizes Curriculares Nacionais para a Educação Infantil: diálogos com a gramática da argila
title The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
spellingShingle The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
Souza, Flávia Burdzinski de
Educação Infantil. Princípios Estéticos. Gramática da argila.
Childhood Education; Aesthetics Principles; Clay Grammar.
Educación Infantil. Principios Estéticos. Gramática de la arcilla.
title_short The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
title_full The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
title_fullStr The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
title_full_unstemmed The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
title_sort The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
author Souza, Flávia Burdzinski de
author_facet Souza, Flávia Burdzinski de
Vasconcelos, Queila Almeida
Schmith, Roberta
author_role author
author2 Vasconcelos, Queila Almeida
Schmith, Roberta
author2_role author
author
dc.contributor.author.fl_str_mv Souza, Flávia Burdzinski de
Vasconcelos, Queila Almeida
Schmith, Roberta
dc.subject.por.fl_str_mv Educação Infantil. Princípios Estéticos. Gramática da argila.
Childhood Education; Aesthetics Principles; Clay Grammar.
Educación Infantil. Principios Estéticos. Gramática de la arcilla.
topic Educação Infantil. Princípios Estéticos. Gramática da argila.
Childhood Education; Aesthetics Principles; Clay Grammar.
Educación Infantil. Principios Estéticos. Gramática de la arcilla.
description This paper aims to establish a dialogue between the aesthetic principles of the National Curriculum Guidelines to Early Childhood Education (DCNEI) and the narratives present in the pedagogical documentation of working with clay in early childhood school SESC - Sesquinho from Santo Ângelo/RS. For this, the paper adopts a qualitative approach by bibliographic, documentary research and with inspiration in ethnographic studies. This dialogue is supported by DCNEI's documents and National Common Curricular Base, as well authors as Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); This theoretical framework was chosen to discuss how sensitivity, creativity, freedom of expression, among other aspects, are present in the narratives that build the grammar of clay within the daily life of a school that welcomes children in its entirety and considers pedagogical documentation a fundamental approach to thinking about his pedagogy.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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PDF Text
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620
10.5212/OlharProfr.v.24.17620.070
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620
identifier_str_mv 10.5212/OlharProfr.v.24.17620.070
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209214450
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209215627
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209215628
dc.rights.driver.fl_str_mv Copyright (c) 2021 Flávia Burdzinski de Souza, Queila Almeida Vasconcelos, Roberta Schmith
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Flávia Burdzinski de Souza, Queila Almeida Vasconcelos, Roberta Schmith
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
application/zip
dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-23
Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-23
Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-23
Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-23
Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-23
1984-0187
1518-5648
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institution UEPG
reponame_str Olhar de Professor (Online)
collection Olhar de Professor (Online)
repository.name.fl_str_mv Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv olhardeprofessor@uepg.br||
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