Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/15405 |
Resumo: | This work discusses the goals of parents and teachers about global development of children from four to five years old, as well as their beliefs about the role of school and family during childhood education. The general objective was to analyze and compare parents and teachers goals about pre-school development, and their beliefs about the role of school and family in the public and private school networks of the city of Rio de Janeiro. Sixteenparents and fifteen teachers of private school, fourteenparents and sixteen teachers from public schools took part in this research. A sociodemographic tool and an interview with four open questions were used. To parents: a) What would you like to be developed by your son/daughter during pre-school? ; b) Which is the role of school so that these goals can be accomplished? ; c) What is your role so that these goals can be achieved? ; d) Quote five aspects or characteristics that you would wish your child to develop during pre-school. The questions to teachers were: a) What would you like to be developed by your classroom children during pre-school? ; b) Which is your role so that these goals can be accomplished? ; c) What is the family s role so that these goals can be achieved? ; d) Quote five aspects or characteristics that you would wish your children to develop during pre-school. The content analysis was made through the construction of categories resulting from the participants´ answers. The results indicate that with the analyzes the great value to the cognitive development by the parents of the two groups. On the other hand, the teachers of the two groups also present greater value to the social development of children the this age. With regard to the role of the family we find the main role for parents to help and set an example and for teachers to cooperate and dialogue between parents and teachers. The main role of the teacher was the listening for the child, the teachers of the private schools and the questions related to the production of pedagogic activities, for those of the public schools. The main function of the school, placed by the parents, is to teach, protect and set an example. The data obtained can contribute to the development of strategies that favor the family-school relationship |
id |
UERJ_0e2b83c31ef8a293aadbae79520b1c0a |
---|---|
oai_identifier_str |
oai:www.bdtd.uerj.br:1/15405 |
network_acronym_str |
UERJ |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UERJ |
repository_id_str |
2903 |
spelling |
Seidl-de-moura, Maria Luciahttp://lattes.cnpq.br/0573756303587946Vasconcellos, Vera Maria Ramos dehttp://lattes.cnpq.br/7924221243065056Pessôa, Luciana Fonteshttp://lattes.cnpq.br/4067179296438965http://lattes.cnpq.br/9936429379814480Trindade, Thaís de Oliveira2021-01-07T18:42:41Z2017-10-112017-02-14TRINDADE, Thaís de Oliveira. Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil. 2017. 82 f. Dissertação (Mestrado em Psicologia) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017.http://www.bdtd.uerj.br/handle/1/15405This work discusses the goals of parents and teachers about global development of children from four to five years old, as well as their beliefs about the role of school and family during childhood education. The general objective was to analyze and compare parents and teachers goals about pre-school development, and their beliefs about the role of school and family in the public and private school networks of the city of Rio de Janeiro. Sixteenparents and fifteen teachers of private school, fourteenparents and sixteen teachers from public schools took part in this research. A sociodemographic tool and an interview with four open questions were used. To parents: a) What would you like to be developed by your son/daughter during pre-school? ; b) Which is the role of school so that these goals can be accomplished? ; c) What is your role so that these goals can be achieved? ; d) Quote five aspects or characteristics that you would wish your child to develop during pre-school. The questions to teachers were: a) What would you like to be developed by your classroom children during pre-school? ; b) Which is your role so that these goals can be accomplished? ; c) What is the family s role so that these goals can be achieved? ; d) Quote five aspects or characteristics that you would wish your children to develop during pre-school. The content analysis was made through the construction of categories resulting from the participants´ answers. The results indicate that with the analyzes the great value to the cognitive development by the parents of the two groups. On the other hand, the teachers of the two groups also present greater value to the social development of children the this age. With regard to the role of the family we find the main role for parents to help and set an example and for teachers to cooperate and dialogue between parents and teachers. The main role of the teacher was the listening for the child, the teachers of the private schools and the questions related to the production of pedagogic activities, for those of the public schools. The main function of the school, placed by the parents, is to teach, protect and set an example. The data obtained can contribute to the development of strategies that favor the family-school relationshipCom base na teoria de U. Bronfenbrenner e na noção de nicho de desenvolvimento de C. Super e S. Harkness, o presente trabalho focaliza metas de pais e professores sobre o desenvolvimento global das crianças de quatro a cinco anos e suas crenças sobre o papel da escola e da família durante a Educação Infantil. Tivemos como objetivo geral analisar e comparar as metas de pais e de professores sobre o desenvolvimento na pré-escola e suas crenças sobre o papel da escola e da família da rede pública e privada no Município do Rio de Janeiro. Participaram deste estudo 14 pais/mães e 16 professores da rede municipal; 16 pais/mães e 15 professores da rede privada, em idades variadas. Foi utilizado um instrumento sociodemográfico e uma entrevista com quatro perguntas abertas. Para os pais/mães: (a) O que você gostaria que seu filho desenvolvesse durante a pré-escola? , (b) Qual o papel da escola para que essas metas sejam atingidas? , (c) Qual o seu papel para que essas metas sejam atingidas? (d) Cite cinco aspectos/características que você deseja que seu filho (a) desenvolva durante a pré-escola? . Para as professoras: (a) O que você gostaria que as crianças de quatro a cinco anos da sua turma alcancem durante a pré-escola? , (b) Qual o seu papel para que essas metas sejam atingidas? , (c) Qual o papel da família? (d) Cite cinco aspectos/características que você deseja que as crianças de quatro a cinco anos da sua turma alcancem durante a pré-escola? . A análise de conteúdo foi feita com a criação de categorias a partir do exame das respostas às perguntas feitas aos participantes. Os resultados indicam a grande valorização ao desenvolvimento cognitivo pelos pais dos dois grupos. Já os professores também dos dois grupos, apresentam maior valorização ao desenvolvimento social das crianças dessa idade. Com relação ao papel da família encontramos como função principal para os pais ajudar e dar o exemplo e para os professores cooperação e diálogo entre pais e professores. O papel principal do professor mencionado pelos professores das escolas particulares foi a escuta da criança, e as questões relativas à produção de atividades pedagógicas, pelos das escolas públicas. Segundo os pais, a escola teve como função principal ensinar, proteger e dar o exemplo. Os dados obtidos podem contribuir para o desenvolvimento de estratégias que favoreçam a relação família-escolaSubmitted by Boris Flegr (boris@uerj.br) on 2021-01-07T18:42:41Z No. of bitstreams: 1 Dissert_Thais Trindade.pdf: 1289149 bytes, checksum: dafbf68797551823e7ba7d1425f6198b (MD5)Made available in DSpace on 2021-01-07T18:42:41Z (GMT). No. of bitstreams: 1 Dissert_Thais Trindade.pdf: 1289149 bytes, checksum: dafbf68797551823e7ba7d1425f6198b (MD5) Previous issue date: 2017-02-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Psicologia SocialUERJBRCentro de Educação e Humanidades::Instituto de PsicologiaPre-schoolParentsTeachersBeliefsGoalsPré-escolaPaisProfessoresCrençasMetasPsicologia SocialEnsino pré-escolarPais e professoresCNPQ::CIENCIAS HUMANAS::EDUCACAOCrenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissert_Thais Trindade.pdfapplication/pdf1289149http://www.bdtd.uerj.br/bitstream/1/15405/1/Dissert_Thais+Trindade.pdfdafbf68797551823e7ba7d1425f6198bMD511/154052024-02-27 15:55:34.162oai:www.bdtd.uerj.br:1/15405Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T18:55:34Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil |
title |
Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil |
spellingShingle |
Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil Trindade, Thaís de Oliveira Pre-school Parents Teachers Beliefs Goals Pré-escola Pais Professores Crenças Metas Psicologia Social Ensino pré-escolar Pais e professores CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil |
title_full |
Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil |
title_fullStr |
Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil |
title_full_unstemmed |
Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil |
title_sort |
Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil |
author |
Trindade, Thaís de Oliveira |
author_facet |
Trindade, Thaís de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Seidl-de-moura, Maria Lucia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0573756303587946 |
dc.contributor.referee1.fl_str_mv |
Vasconcellos, Vera Maria Ramos de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7924221243065056 |
dc.contributor.referee2.fl_str_mv |
Pessôa, Luciana Fontes |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4067179296438965 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9936429379814480 |
dc.contributor.author.fl_str_mv |
Trindade, Thaís de Oliveira |
contributor_str_mv |
Seidl-de-moura, Maria Lucia Vasconcellos, Vera Maria Ramos de Pessôa, Luciana Fontes |
dc.subject.eng.fl_str_mv |
Pre-school Parents Teachers Beliefs Goals |
topic |
Pre-school Parents Teachers Beliefs Goals Pré-escola Pais Professores Crenças Metas Psicologia Social Ensino pré-escolar Pais e professores CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Pré-escola Pais Professores Crenças Metas Psicologia Social Ensino pré-escolar Pais e professores |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work discusses the goals of parents and teachers about global development of children from four to five years old, as well as their beliefs about the role of school and family during childhood education. The general objective was to analyze and compare parents and teachers goals about pre-school development, and their beliefs about the role of school and family in the public and private school networks of the city of Rio de Janeiro. Sixteenparents and fifteen teachers of private school, fourteenparents and sixteen teachers from public schools took part in this research. A sociodemographic tool and an interview with four open questions were used. To parents: a) What would you like to be developed by your son/daughter during pre-school? ; b) Which is the role of school so that these goals can be accomplished? ; c) What is your role so that these goals can be achieved? ; d) Quote five aspects or characteristics that you would wish your child to develop during pre-school. The questions to teachers were: a) What would you like to be developed by your classroom children during pre-school? ; b) Which is your role so that these goals can be accomplished? ; c) What is the family s role so that these goals can be achieved? ; d) Quote five aspects or characteristics that you would wish your children to develop during pre-school. The content analysis was made through the construction of categories resulting from the participants´ answers. The results indicate that with the analyzes the great value to the cognitive development by the parents of the two groups. On the other hand, the teachers of the two groups also present greater value to the social development of children the this age. With regard to the role of the family we find the main role for parents to help and set an example and for teachers to cooperate and dialogue between parents and teachers. The main role of the teacher was the listening for the child, the teachers of the private schools and the questions related to the production of pedagogic activities, for those of the public schools. The main function of the school, placed by the parents, is to teach, protect and set an example. The data obtained can contribute to the development of strategies that favor the family-school relationship |
publishDate |
2017 |
dc.date.available.fl_str_mv |
2017-10-11 |
dc.date.issued.fl_str_mv |
2017-02-14 |
dc.date.accessioned.fl_str_mv |
2021-01-07T18:42:41Z |
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 |
TRINDADE, Thaís de Oliveira. Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil. 2017. 82 f. Dissertação (Mestrado em Psicologia) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/15405 |
identifier_str_mv |
TRINDADE, Thaís de Oliveira. Crenças de Professores e Pais sobre o Desenvolvimento da Criança Durante a Educação Infantil. 2017. 82 f. Dissertação (Mestrado em Psicologia) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017. |
url |
http://www.bdtd.uerj.br/handle/1/15405 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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 do Estado do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Psicologia Social |
dc.publisher.initials.fl_str_mv |
UERJ |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Instituto de Psicologia |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UERJ instname:Universidade do Estado do Rio de Janeiro (UERJ) instacron:UERJ |
instname_str |
Universidade do Estado do Rio de Janeiro (UERJ) |
instacron_str |
UERJ |
institution |
UERJ |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UERJ |
collection |
Biblioteca Digital de Teses e Dissertações da UERJ |
bitstream.url.fl_str_mv |
http://www.bdtd.uerj.br/bitstream/1/15405/1/Dissert_Thais+Trindade.pdf |
bitstream.checksum.fl_str_mv |
dafbf68797551823e7ba7d1425f6198b |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ) |
repository.mail.fl_str_mv |
bdtd.suporte@uerj.br |
_version_ |
1811728688109060096 |