O PROINFANTIL no município do Rio de Janeiro: concepções de criança nos Projetos de Estudos

• Autor(a) principal: Campos, Maria Ignez Ferreira
• Data de Publicação: 2014
• 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/1/10620
• topic: Teacher training; Policy cycle; Concept of child; Meaning framework; Proinfantil; Formação de professores; Ciclo de políticas; Núcleos de Significação; Concepção de criança; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This paper aims to investigate the meanings and concepts of child mentioned in the final work of PROINFANTIL program, the Study Projects. PROINFANTIL is a project developed by the Ministry of Education in partnership with the Department of Primary Education and the Secretariat of Distance Education. It was operated Federal University of Rio de Janeiro and by the Municipal Secretariat of Education in Rio de Janeiro, during 2010-2011. This program targets to train and to qualify the Auxiliary Assistants of Nursery School without a Teaching degree. This study analyzed the concept of child specified in 60 (sixty) Study Projects among 165 (one hundred and sixty-five) Auxiliary Assistants projects. The choice was based on the largest possible number of projects with different grouping (e.g., Nursery I, Nursery II, Maternal I and Maternal II). Therefore, projects were chosen with 15 (fifteen) copies of each grouping. Firstly, this paper exposes PROINFANTIL as a public policy and its practical contribution. In this sense, the study reports each stage passed by until reaching the main target: the auxiliary assistant. Inspired by Policy Cycle approach by Stephen Ball and collaborators, this paper purposes to investigate all conflicts present in contexts of influence, writing production and practical experiences. Secondly, by favoring Lev Vygotsky as theoretical interlocutor for the methodological aspects of this study, it was necessary to state knowledge as a possibility, by applying categories meaning and concept, and to opt for a methodology in which the own research was a moment to discover new point of views and new experiences. The analysis took place in the concepts of child indicated in Study Projects as in written narratives. Data were evaluated by six Meaning Frameworks of Child: formatted, growth, playful, citizen, singular, social and historic.