Sentidos que emergem do/circulam no trabalho docente 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/10/1153 |
Resumo: | This study focuses on the constitution of teaching in Child Education (CE), with reference to the scenario of CE articulated to the professional area, linked to characteristics of CE, in the inseparability of educating and caring, from the context of changes in the education system and the expansion of the supply of CE. Focuses on understanding the meanings that emerge from / circulating within the teaching in CE of childcare workers and teachers who work with children aged zero to three years, when mediated by a training process. It is supported by theoretical-methodological bakhtinian linked to the references the teaching work and formation in the field of early childhood education, based on a grasp of the dialogical setting. It articulates this anchorage to qualitative research through methodological procedures of participant observation and interviews, having as study field the experience of an institution of Early Childhood Education. The results demonstrate tensioning between continued formation and professional experience, extending to professional teachers in disparate functional position front of pedagogical perspective of the inseparability of educating and caring. The meanings that emerged and circulated from the conversation groups proposed in this research to include the complexity of teaching work in CE, set by hierarchical logics in the teaching profession. Such foundations focus on dilution of an educative work based on pedagogical commitment and the formation of the children, because the way hires are being magnified and made more flexible, is at the same time intensifying the fragility of the teaching role, in terms of the minimum qualification required by law to work in CE as well as in continued formation. |
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Côco, ValdetePaulino, Verônica Belfi RoncettiFerraço, Carlos EduardoVentorim, SilvanaLopes, Jader Janer Moreira2014-11-20T19:02:17Z2014-11-20T19:02:17Z2014-05-272014-05-27This study focuses on the constitution of teaching in Child Education (CE), with reference to the scenario of CE articulated to the professional area, linked to characteristics of CE, in the inseparability of educating and caring, from the context of changes in the education system and the expansion of the supply of CE. Focuses on understanding the meanings that emerge from / circulating within the teaching in CE of childcare workers and teachers who work with children aged zero to three years, when mediated by a training process. It is supported by theoretical-methodological bakhtinian linked to the references the teaching work and formation in the field of early childhood education, based on a grasp of the dialogical setting. It articulates this anchorage to qualitative research through methodological procedures of participant observation and interviews, having as study field the experience of an institution of Early Childhood Education. The results demonstrate tensioning between continued formation and professional experience, extending to professional teachers in disparate functional position front of pedagogical perspective of the inseparability of educating and caring. The meanings that emerged and circulated from the conversation groups proposed in this research to include the complexity of teaching work in CE, set by hierarchical logics in the teaching profession. Such foundations focus on dilution of an educative work based on pedagogical commitment and the formation of the children, because the way hires are being magnified and made more flexible, is at the same time intensifying the fragility of the teaching role, in terms of the minimum qualification required by law to work in CE as well as in continued formation.Este estudo focaliza a constituição do trabalho docente na Educação Infantil (EI), tomando como referência o cenário da EI articulado ao campo profissional, vinculado às especificidades da EI, na indissociabilidade do educar e do cuidar, no contexto de transformações do sistema educativo e da expansão da oferta da EI. Perspectiva compreender os sentidos que emergem do/circulam no trabalho docente na EI das auxiliares de creche e professoras que atuam com crianças de zero a três anos, quando mediadas por um processo de formação. É sustentado pelos pressupostos teórico-metodológicos bakhtinianos vinculados aos referenciais do trabalho docente e da formação no campo da educação infantil, com base numa configuração dialógica da compreensão. Articula essa ancoragem à pesquisa de abordagem qualitativa por meio dos procedimentos metodológicos de observação participante e entrevistas, tendo como campo de estudo a experiência de uma instituição de Educação Infantil. Os resultados demonstram tensionamentos entre formação continuada e vivência profissional, estendendo-se às profissionais docentes em situação funcional díspar diante da perspectiva pedagógica da indissociabilidade do educar e do cuidar. Os sentidos que emergiram e circularam, a partir das rodas de conversa propostas nesta pesquisa, abrangem a complexidade do trabalho docente na EI, configurado por lógicas hierárquicas no exercício da docência. Tais fundamentos incidem na diluição de um trabalho educativo pautado no compromisso pedagógico e na formação das crianças, pois, da forma como vêm sendo ampliadas e flexibilizadas as contratações, intensificam a fragilidade da função docente, no que tange à formação mínima exigida em lei para atuar na EI quanto na formação continuada.Texthttp://repositorio.ufes.br/handle/10/1153porUniversidade Federal do Espírito SantoMestrado em EducaçãoPrograma de Pós-Graduação em EducaçãoUFESBRCentro de EducaçãoChildcare workersChild education educators' trainingTeachersEducação infantilAuxiliares de crecheFormação continuada na educação infantilProfessoresCrechesEducação de criançasProfessoresEducação para criançasFormaçãoEducação37Sentidos que emergem do/circulam no trabalho docente 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:UFESORIGINALSentidos que emergem do/circulam no trabalho docente na educação infantil.pdfSentidos que emergem do/circulam no trabalho docente na educação infantil.pdfapplication/pdf1954861http://repositorio.ufes.br/bitstreams/541b5a36-d703-4ace-a67a-fff8405cbac7/downloadc3fca190e3d035561b9832a926e3c752MD51CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://repositorio.ufes.br/bitstreams/93a30817-b5e1-4249-8aa8-9884949390f4/download4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-822302http://repositorio.ufes.br/bitstreams/b7809250-0d9c-44c9-85cf-e0e247472804/download1e0094e9d8adcf16b18effef4ce7ed83MD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-823148http://repositorio.ufes.br/bitstreams/52b611b2-2175-40e0-9220-29cefcac3006/download9da0b6dfac957114c6a7714714b86306MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.ufes.br/bitstreams/fbe15068-1343-4a48-bdd7-62531adfecbe/download8a4605be74aa9ea9d79846c1fba20a33MD5510/11532024-06-28 08:43:46.656oai:repositorio.ufes.br:10/1153http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-06-28T08:43:46Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)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 |
dc.title.none.fl_str_mv |
Sentidos que emergem do/circulam no trabalho docente na educação infantil |
title |
Sentidos que emergem do/circulam no trabalho docente na educação infantil |
spellingShingle |
Sentidos que emergem do/circulam no trabalho docente na educação infantil Paulino, Verônica Belfi Roncetti Childcare workers Child education educators' training Teachers Educação infantil Auxiliares de creche Formação continuada na educação infantil Professores Educação Creches Educação de crianças Professores Educação para crianças Formação 37 |
title_short |
Sentidos que emergem do/circulam no trabalho docente na educação infantil |
title_full |
Sentidos que emergem do/circulam no trabalho docente na educação infantil |
title_fullStr |
Sentidos que emergem do/circulam no trabalho docente na educação infantil |
title_full_unstemmed |
Sentidos que emergem do/circulam no trabalho docente na educação infantil |
title_sort |
Sentidos que emergem do/circulam no trabalho docente na educação infantil |
author |
Paulino, Verônica Belfi Roncetti |
author_facet |
Paulino, Verônica Belfi Roncetti |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Côco, Valdete |
dc.contributor.author.fl_str_mv |
Paulino, Verônica Belfi Roncetti |
dc.contributor.referee1.fl_str_mv |
Ferraço, Carlos Eduardo |
dc.contributor.referee2.fl_str_mv |
Ventorim, Silvana |
dc.contributor.referee3.fl_str_mv |
Lopes, Jader Janer Moreira |
contributor_str_mv |
Côco, Valdete Ferraço, Carlos Eduardo Ventorim, Silvana Lopes, Jader Janer Moreira |
dc.subject.eng.fl_str_mv |
Childcare workers Child education educators' training Teachers |
topic |
Childcare workers Child education educators' training Teachers Educação infantil Auxiliares de creche Formação continuada na educação infantil Professores Educação Creches Educação de crianças Professores Educação para crianças Formação 37 |
dc.subject.por.fl_str_mv |
Educação infantil Auxiliares de creche Formação continuada na educação infantil Professores |
dc.subject.cnpq.fl_str_mv |
Educação |
dc.subject.br-rjbn.none.fl_str_mv |
Creches Educação de crianças Professores Educação para crianças Formação |
dc.subject.udc.none.fl_str_mv |
37 |
description |
This study focuses on the constitution of teaching in Child Education (CE), with reference to the scenario of CE articulated to the professional area, linked to characteristics of CE, in the inseparability of educating and caring, from the context of changes in the education system and the expansion of the supply of CE. Focuses on understanding the meanings that emerge from / circulating within the teaching in CE of childcare workers and teachers who work with children aged zero to three years, when mediated by a training process. It is supported by theoretical-methodological bakhtinian linked to the references the teaching work and formation in the field of early childhood education, based on a grasp of the dialogical setting. It articulates this anchorage to qualitative research through methodological procedures of participant observation and interviews, having as study field the experience of an institution of Early Childhood Education. The results demonstrate tensioning between continued formation and professional experience, extending to professional teachers in disparate functional position front of pedagogical perspective of the inseparability of educating and caring. The meanings that emerged and circulated from the conversation groups proposed in this research to include the complexity of teaching work in CE, set by hierarchical logics in the teaching profession. Such foundations focus on dilution of an educative work based on pedagogical commitment and the formation of the children, because the way hires are being magnified and made more flexible, is at the same time intensifying the fragility of the teaching role, in terms of the minimum qualification required by law to work in CE as well as in continued formation. |
publishDate |
2014 |
dc.date.submitted.none.fl_str_mv |
2014-05-27 |
dc.date.accessioned.fl_str_mv |
2014-11-20T19:02:17Z |
dc.date.available.fl_str_mv |
2014-11-20T19:02:17Z |
dc.date.issued.fl_str_mv |
2014-05-27 |
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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http://repositorio.ufes.br/handle/10/1153 |
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http://repositorio.ufes.br/handle/10/1153 |
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por |
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openAccess |
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Text |
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Universidade Federal do Espírito Santo Mestrado em Educação |
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Programa de Pós-Graduação em Educação |
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UFES |
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BR |
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Centro de Educação |
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Universidade Federal do Espírito Santo Mestrado em Educação |
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