9/5 : Tempo(s) e Espaço(s) na Educação da Pequena Infância numa Escola Pública do Município de Niterói

• Autor(a) principal: Lima, Fabiane Florido de Souza
• Data de Publicação: 2016
• 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/1/10010
• topic: childhood education; early childhood; times and spaces; Niterói s municipal net; routine of a preschool; Educação Infantil; Pequena infância; Tempos e espaços; Rede Municipal de Niterói; Cotidiano de uma UMEI; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present investigation belongs to a field of study and research, which tries to understand and increase the work with early childhood education, it is mainly about children and its way of being and doing in the preschool environment. The aim of this research is to investigate, from an educational environment, a configuration of spaces and times in care and education and its relationship with the organization of educational practices in favor of broadening knowledge and culture in the children s universe. The maim investigation space is a preschool in Niterói (a town in the outskirts of Rio de Janeiro), with children ranging from 3 to 5 years old, where one tried to understand how the times and spaces of UMEI Vinicius de Moraes are organized and, which is the intention of its educational actions facing what is proposed, investigating whether the children are capable of acting as protagonists at this organization, and how those times and spaces were thought of, having the small child as a focus, its specificities and singularities and, even so, proposing changes to this organization. In the theoretical-methodological development a qualitative study was sought of stemming from procedures of investigation thought of in tandem with a participative methodology, being the participative observation the main procedure that guided and substantiated the production of knowledge in the research s routine. In this epistemological context, one chose to work with the ethnographical research because it facilitates the understanding of the school from the viewpoint of people who are inscribed in it, and because it allows a greater and more direct involvement of the children. The production of knowledge in this research was established with plural methodological procedures, mainly for utilizing some strategies of listening to the children through meetings, which allows them to take part in the decisions, and the use of their drawings as document, making them a constituent element for the construction of data. This research comprises the need to meet the emancipatory character that describes the pedagogical work with small children, and it also reveals that early childhood education depends on people s engagement: from the professionals who work at the preschools, to families, and to the government which should be responsible for the consolidation of public policies that guarantee the effectiveness of a quality education to the small ones from 0 to 5 years of age.