Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
Texto Completo: | http://repositorio.ufes.br/handle/10/1819 |
Resumo: | This study focuses on the early teaching career in Early Childhood Education (ECE). In acknowledgement of the specifics in the first stage of Brazilian Basic Education and understanding that the early career is fundamental to the career path of teachers, it aims to understand the formation of early teaching career of women teachers who have their first professional experiences in ECE. This study is structured by bakhtinian theoreticalmethodological principles (BAKHTIN, 2003), It contextualizes the development of teaching in Early Childhood Education in Brazil and the complexity in the early career, dialoguing, thus, with the concepts of teaching knowledge (TARDIF, 2002) and professional development (MARCELO GARCIA, 1999). The approach is qualitative and exploratory type and is based on the dialogic interaction principle (BAKHTIN, 2003). It presents individual and collective interviews with a group of women teachers in the second year of professional experience in ECE as the source of data production. In this context, the dialogy guides the analysis of utterances from the teachers about early career, in order to understand the experiences of new formative processes. The analysis of the resulting data indicates that the early teaching career in Early Childhood Education occurs amid complex conditions and employment transitions, in which reside the main difficulties for professional development. Parallel to the difficulties encountered, the learning of teaching in ECE occurs through the development of partnerships with more experienced teachers and also by recognizing the needs of care and education of each child. It is therefore evidenced that the beginning teachers reformulate their teaching perspectives and ways of knowmake in terms of specifics surrounding each context in which they operate. |
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Côco, ValdeteZucolotto, Valéria MenassaFerreira, Eliza BartolozziOliveira, Ivone Martins deGaranhani, Marynelma Camargo2016-03-30T15:46:40Z2016-06-24T06:00:05Z2014-08-202014-08-20This study focuses on the early teaching career in Early Childhood Education (ECE). In acknowledgement of the specifics in the first stage of Brazilian Basic Education and understanding that the early career is fundamental to the career path of teachers, it aims to understand the formation of early teaching career of women teachers who have their first professional experiences in ECE. This study is structured by bakhtinian theoreticalmethodological principles (BAKHTIN, 2003), It contextualizes the development of teaching in Early Childhood Education in Brazil and the complexity in the early career, dialoguing, thus, with the concepts of teaching knowledge (TARDIF, 2002) and professional development (MARCELO GARCIA, 1999). The approach is qualitative and exploratory type and is based on the dialogic interaction principle (BAKHTIN, 2003). It presents individual and collective interviews with a group of women teachers in the second year of professional experience in ECE as the source of data production. In this context, the dialogy guides the analysis of utterances from the teachers about early career, in order to understand the experiences of new formative processes. The analysis of the resulting data indicates that the early teaching career in Early Childhood Education occurs amid complex conditions and employment transitions, in which reside the main difficulties for professional development. Parallel to the difficulties encountered, the learning of teaching in ECE occurs through the development of partnerships with more experienced teachers and also by recognizing the needs of care and education of each child. It is therefore evidenced that the beginning teachers reformulate their teaching perspectives and ways of knowmake in terms of specifics surrounding each context in which they operate.Esta pesquisa focaliza o início da carreira docente na Educação Infantil. No reconhecimento da especificidade da primeira etapa da Educação Básica e na compreensão de que o início da carreira é fundamental para a trajetória profissional dos professores, tem o objetivo de compreender a constituição do início da carreira docente de professoras que têm na Educação Infantil suas primeiras vivências profissionais. O trabalho se estrutura por princípios teórico-metodológicos bakhtinianos (BAKHTIN, 2003), contextualiza o desenvolvimento da docência na Educação Infantil no Brasil e a complexidade no início da carreira, dialogando, deste modo, com os conceitos de saberes docentes (TARDIF, 2002) e desenvolvimento profissional (MARCELO GARCÍA, 1999). A abordagem é qualitativa do tipo exploratória e se apoia no princípio de interação dialógica (BAKHTIN, 2003). Dispõe como fonte de produção de dados entrevistas individuais e coletivas com um grupo de professoras no segundo ano de atuação profissional na Educação Infantil. Nesse movimento, a dialogia orienta a análise das enunciações das professoras sobre início de carreira, no intuito de conhecer as vivências dos novos processos formativos. A análise dos dados produzidos indica que o início da carreira docente na Educação Infantil se constitui em complexas condições e transições de emprego, nas quais residem as principais dificuldades de desenvolvimento profissional. Paralelo às dificuldades encontradas, o aprendizado da docência na Educação Infantil ocorre por meio do desenvolvimento de parcerias com professoras mais experientes e também por meio do reconhecimento das necessidades de cuidado e educação de cada criança. Logo, é evidenciado que as professoras iniciantes reformulam suas perspectivas didáticas e modos de saber fazer em função das especificidades que envolve cada contexto no qual estão inseridas.CAPESTexthttp://repositorio.ufes.br/handle/10/1819porUniversidade Federal do Espírito SantoMestrado em EducaçãoPrograma de Pós-Graduação em EducaçãoUFESBRCentro de EducaçãoEarly childhood educationTeachingEarly careerInício de carreiraEducação infantilTrabalho docenteEducação de criançasPrática de ensinoProfessores - FormaçãoEducação37Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESCAPESORIGINALValéria M. Zucolotto.pdfValéria M. Zucolotto.pdfapplication/pdf5529802http://repositorio.ufes.br/bitstreams/060e1751-0d1e-43b3-be65-772f1bea7279/download1d4143439ec5395449176231c891b47aMD51CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://repositorio.ufes.br/bitstreams/e5e85c31-9634-4010-8555-5dd5c6a4b2f3/download4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-822064http://repositorio.ufes.br/bitstreams/c08f5ab9-801a-4546-a33c-48892ba78119/downloadef48816a10f2d45f2e2fee2f478e2fafMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-823148http://repositorio.ufes.br/bitstreams/d57f02e9-cde8-4bf8-aafc-1bfbc3c1bc6a/download9da0b6dfac957114c6a7714714b86306MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.ufes.br/bitstreams/8b40b3f8-b902-4f10-86ca-de5ee1611f6d/download8a4605be74aa9ea9d79846c1fba20a33MD5510/18192024-06-28 08:45:04.868oai:repositorio.ufes.br:10/1819http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-06-28T08:45:04Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)falseTk9URTogUExBQ0UgWU9VUiBPV04gTElDRU5TRSBIRVJFClRoaXMgc2FtcGxlIGxpY2Vuc2UgaXMgcHJvdmlkZWQgZm9yIGluZm9ybWF0aW9uYWwgcHVycG9zZXMgb25seS4KCk5PTi1FWENMVVNJVkUgRElTVFJJQlVUSU9OIExJQ0VOU0UKCkJ5IHNpZ25pbmcgYW5kIHN1Ym1pdHRpbmcgdGhpcyBsaWNlbnNlLCB5b3UgKHRoZSBhdXRob3Iocykgb3IgY29weXJpZ2h0Cm93bmVyKSBncmFudHMgdG8gRFNwYWNlIFVuaXZlcnNpdHkgKERTVSkgdGhlIG5vbi1leGNsdXNpdmUgcmlnaHQgdG8gcmVwcm9kdWNlLAp0cmFuc2xhdGUgKGFzIGRlZmluZWQgYmVsb3cpLCBhbmQvb3IgZGlzdHJpYnV0ZSB5b3VyIHN1Ym1pc3Npb24gKGluY2x1ZGluZwp0aGUgYWJzdHJhY3QpIHdvcmxkd2lkZSBpbiBwcmludCBhbmQgZWxlY3Ryb25pYyBmb3JtYXQgYW5kIGluIGFueSBtZWRpdW0sCmluY2x1ZGluZyBidXQgbm90IGxpbWl0ZWQgdG8gYXVkaW8gb3IgdmlkZW8uCgpZb3UgYWdyZWUgdGhhdCBEU1UgbWF5LCB3aXRob3V0IGNoYW5naW5nIHRoZSBjb250ZW50LCB0cmFuc2xhdGUgdGhlCnN1Ym1pc3Npb24gdG8gYW55IG1lZGl1bSBvciBmb3JtYXQgZm9yIHRoZSBwdXJwb3NlIG9mIHByZXNlcnZhdGlvbi4KCllvdSBhbHNvIGFncmVlIHRoYXQgRFNVIG1heSBrZWVwIG1vcmUgdGhhbiBvbmUgY29weSBvZiB0aGlzIHN1Ym1pc3Npb24gZm9yCnB1cnBvc2VzIG9mIHNlY3VyaXR5LCBiYWNrLXVwIGFuZCBwcmVzZXJ2YXRpb24uCgpZb3UgcmVwcmVzZW50IHRoYXQgdGhlIHN1Ym1pc3Npb24gaXMgeW91ciBvcmlnaW5hbCB3b3JrLCBhbmQgdGhhdCB5b3UgaGF2ZQp0aGUgcmlnaHQgdG8gZ3JhbnQgdGhlIHJpZ2h0cyBjb250YWluZWQgaW4gdGhpcyBsaWNlbnNlLiBZb3UgYWxzbyByZXByZXNlbnQKdGhhdCB5b3VyIHN1Ym1pc3Npb24gZG9lcyBub3QsIHRvIHRoZSBiZXN0IG9mIHlvdXIga25vd2xlZGdlLCBpbmZyaW5nZSB1cG9uCmFueW9uZSdzIGNvcHlyaWdodC4KCklmIHRoZSBzdWJtaXNzaW9uIGNvbnRhaW5zIG1hdGVyaWFsIGZvciB3aGljaCB5b3UgZG8gbm90IGhvbGQgY29weXJpZ2h0LAp5b3UgcmVwcmVzZW50IHRoYXQgeW91IGhhdmUgb2J0YWluZWQgdGhlIHVucmVzdHJpY3RlZCBwZXJtaXNzaW9uIG9mIHRoZQpjb3B5cmlnaHQgb3duZXIgdG8gZ3JhbnQgRFNVIHRoZSByaWdodHMgcmVxdWlyZWQgYnkgdGhpcyBsaWNlbnNlLCBhbmQgdGhhdApzdWNoIHRoaXJkLXBhcnR5IG93bmVkIG1hdGVyaWFsIGlzIGNsZWFybHkgaWRlbnRpZmllZCBhbmQgYWNrbm93bGVkZ2VkCndpdGhpbiB0aGUgdGV4dCBvciBjb250ZW50IG9mIHRoZSBzdWJtaXNzaW9uLgoKSUYgVEhFIFNVQk1JU1NJT04gSVMgQkFTRUQgVVBPTiBXT1JLIFRIQVQgSEFTIEJFRU4gU1BPTlNPUkVEIE9SIFNVUFBPUlRFRApCWSBBTiBBR0VOQ1kgT1IgT1JHQU5JWkFUSU9OIE9USEVSIFRIQU4gRFNVLCBZT1UgUkVQUkVTRU5UIFRIQVQgWU9VIEhBVkUKRlVMRklMTEVEIEFOWSBSSUdIVCBPRiBSRVZJRVcgT1IgT1RIRVIgT0JMSUdBVElPTlMgUkVRVUlSRUQgQlkgU1VDSApDT05UUkFDVCBPUiBBR1JFRU1FTlQuCgpEU1Ugd2lsbCBjbGVhcmx5IGlkZW50aWZ5IHlvdXIgbmFtZShzKSBhcyB0aGUgYXV0aG9yKHMpIG9yIG93bmVyKHMpIG9mIHRoZQpzdWJtaXNzaW9uLCBhbmQgd2lsbCBub3QgbWFrZSBhbnkgYWx0ZXJhdGlvbiwgb3RoZXIgdGhhbiBhcyBhbGxvd2VkIGJ5IHRoaXMKbGljZW5zZSwgdG8geW91ciBzdWJtaXNzaW9uLgo= |
dc.title.none.fl_str_mv |
Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil |
title |
Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil |
spellingShingle |
Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil Zucolotto, Valéria Menassa Early childhood education Teaching Early career Início de carreira Educação infantil Trabalho docente Educação Educação de crianças Prática de ensino Professores - Formação 37 |
title_short |
Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil |
title_full |
Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil |
title_fullStr |
Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil |
title_full_unstemmed |
Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil |
title_sort |
Primeiros anos da carreira docente: diálogos com professoras iniciantes na educação infantil |
author |
Zucolotto, Valéria Menassa |
author_facet |
Zucolotto, Valéria Menassa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Côco, Valdete |
dc.contributor.author.fl_str_mv |
Zucolotto, Valéria Menassa |
dc.contributor.referee1.fl_str_mv |
Ferreira, Eliza Bartolozzi |
dc.contributor.referee2.fl_str_mv |
Oliveira, Ivone Martins de |
dc.contributor.referee3.fl_str_mv |
Garanhani, Marynelma Camargo |
contributor_str_mv |
Côco, Valdete Ferreira, Eliza Bartolozzi Oliveira, Ivone Martins de Garanhani, Marynelma Camargo |
dc.subject.eng.fl_str_mv |
Early childhood education Teaching Early career |
topic |
Early childhood education Teaching Early career Início de carreira Educação infantil Trabalho docente Educação Educação de crianças Prática de ensino Professores - Formação 37 |
dc.subject.por.fl_str_mv |
Início de carreira Educação infantil Trabalho docente |
dc.subject.cnpq.fl_str_mv |
Educação |
dc.subject.br-rjbn.none.fl_str_mv |
Educação de crianças Prática de ensino Professores - Formação |
dc.subject.udc.none.fl_str_mv |
37 |
description |
This study focuses on the early teaching career in Early Childhood Education (ECE). In acknowledgement of the specifics in the first stage of Brazilian Basic Education and understanding that the early career is fundamental to the career path of teachers, it aims to understand the formation of early teaching career of women teachers who have their first professional experiences in ECE. This study is structured by bakhtinian theoreticalmethodological principles (BAKHTIN, 2003), It contextualizes the development of teaching in Early Childhood Education in Brazil and the complexity in the early career, dialoguing, thus, with the concepts of teaching knowledge (TARDIF, 2002) and professional development (MARCELO GARCIA, 1999). The approach is qualitative and exploratory type and is based on the dialogic interaction principle (BAKHTIN, 2003). It presents individual and collective interviews with a group of women teachers in the second year of professional experience in ECE as the source of data production. In this context, the dialogy guides the analysis of utterances from the teachers about early career, in order to understand the experiences of new formative processes. The analysis of the resulting data indicates that the early teaching career in Early Childhood Education occurs amid complex conditions and employment transitions, in which reside the main difficulties for professional development. Parallel to the difficulties encountered, the learning of teaching in ECE occurs through the development of partnerships with more experienced teachers and also by recognizing the needs of care and education of each child. It is therefore evidenced that the beginning teachers reformulate their teaching perspectives and ways of knowmake in terms of specifics surrounding each context in which they operate. |
publishDate |
2014 |
dc.date.submitted.none.fl_str_mv |
2014-08-20 |
dc.date.issued.fl_str_mv |
2014-08-20 |
dc.date.accessioned.fl_str_mv |
2016-03-30T15:46:40Z |
dc.date.available.fl_str_mv |
2016-06-24T06:00:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufes.br/handle/10/1819 |
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http://repositorio.ufes.br/handle/10/1819 |
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por |
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por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
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Text |
dc.publisher.none.fl_str_mv |
Universidade Federal do Espírito Santo Mestrado em Educação |
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Programa de Pós-Graduação em Educação |
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UFES |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal do Espírito Santo Mestrado em Educação |
dc.source.none.fl_str_mv |
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UFES |
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UFES |
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Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
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Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
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