Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016)
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/6392 |
Resumo: | That research, entered in the line Fundamentals of Processes Educational, investigates the vinculation psicology-education in the document Childhoods and Children in Scene: for one Politic of Infantile Education for the Rede Municipal de Goiânia (GOIÂNIA 2014). This is the qualitative research, bibliographic and documental, developed by content analysis procedure conducted from the strict document reading, the seizure of its structure and internal logic, the key concepts, and meanings and meanings of the terms and concepts used, based on the comparison with the appropriate theoretical framework in the literature review. By having for reference studies about the vinculation psychology-education from on one approach criticizes, based on historical analysis this relationship, it was found that it can take in order to hide and justify the unequal social relations and antagonistic and, concomitantly, support the training focused on the demands of the production process. It has been found that the principles identified in the document, the child who elected as centrality, and the emphasis on learning, for the organization and execution of educational processes, corroborates the movement here called webs of psychology-education relationship. The centrality of the child in the document is expressed by joining the Pedagogy of Childhood, the definition of the child as a subject of rights and the prominent place given to life experiences and experiences for the realization of the pedagogical proposal. The emphasis on learning is perceived in the document from the circumstantial teaching place, understanding that learning is a constitutive process and to the child and the subordination of this process to the interests and needs of the child. These are principles that historically are linked to the field of ideas psychology-education that tend to naturalization of the child and his formation. |
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Queiroz, Edna Mendonça Oliveira dehttp://lattes.cnpq.br/7615779096669181Siqueira, Romilson MartinsMiranda, Marília Gouvea deQueiroz, Edna Mendonça Oliveira dehttp://lattes.cnpq.br/1823263991104670Lemos, Adriane Guimarães de Siqueira2016-10-14T19:53:26Z2016-09-19LEMOS, A. G. S. Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016). 2016. 150 f. Dissertação (Mestrado em Educaçã) - Universidade Federal de Goiás, Goiânia, 2016.http://repositorio.bc.ufg.br/tede/handle/tede/6392That research, entered in the line Fundamentals of Processes Educational, investigates the vinculation psicology-education in the document Childhoods and Children in Scene: for one Politic of Infantile Education for the Rede Municipal de Goiânia (GOIÂNIA 2014). This is the qualitative research, bibliographic and documental, developed by content analysis procedure conducted from the strict document reading, the seizure of its structure and internal logic, the key concepts, and meanings and meanings of the terms and concepts used, based on the comparison with the appropriate theoretical framework in the literature review. By having for reference studies about the vinculation psychology-education from on one approach criticizes, based on historical analysis this relationship, it was found that it can take in order to hide and justify the unequal social relations and antagonistic and, concomitantly, support the training focused on the demands of the production process. It has been found that the principles identified in the document, the child who elected as centrality, and the emphasis on learning, for the organization and execution of educational processes, corroborates the movement here called webs of psychology-education relationship. The centrality of the child in the document is expressed by joining the Pedagogy of Childhood, the definition of the child as a subject of rights and the prominent place given to life experiences and experiences for the realization of the pedagogical proposal. The emphasis on learning is perceived in the document from the circumstantial teaching place, understanding that learning is a constitutive process and to the child and the subordination of this process to the interests and needs of the child. These are principles that historically are linked to the field of ideas psychology-education that tend to naturalization of the child and his formation.Esta pesquisa, inscrita na linha de Fundamentos dos Processos Educativos, investiga a vinculação psicologia-educação no documento Infâncias e Crianças em Cena: por uma Política de Educação Infantil para a Rede Municipal de Goiânia (GOIÂNIA, 2014). Trata-se de uma pesquisa de natureza qualitativa, bibliográfica e documental, desenvolvida mediante o procedimento de análise do conteúdo realizado a partir da leitura rigorosa do documento, da apreensão da sua estrutura e lógica interna, dos conceitos-chave, e dos significados e sentidos dos termos e conceitos utilizados, tendo por base o cotejamento com o referencial teórico apropriado na revisão bibliográfica. Tendo por referência estudos sobre a vinculação psicologia-educação a partir de uma abordagem crítica, com base na análise histórica dessa relação, verificou-se que ela pode se dar de forma a ocultar e justificar as relações sociais desiguais e antagônicas e, concomitantemente, fundamentar a formação voltada para as demandas do processo produtivo. Verificou-se que os princípios identificados no documento, que elegem a criança como centralidade, bem como a ênfase na aprendizagem, para a organização e efetivação dos processos educativos, corroboram o movimento que aqui se denominou tramas da relação psicologia-educação. A centralidade da criança no documento é expressa pela adesão à Pedagogia da Infância, pela definição da criança como sujeito de direitos e pelo lugar de destaque dado às vivências e experiências para a efetivação da proposta pedagógica. A ênfase na aprendizagem é apreendida no documento a partir do lugar circunstancial do ensino, da compreensão de que a aprendizagem é um processo constitutivo da e para a criança e da subordinação desse processo aos interesses e necessidades da criança. Trata-se de princípios que historicamente ligam-se à ideias do campo da psicologia-educação que tendem à naturalização da criança e da sua formação.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-10-11T20:25:05Z No. of bitstreams: 2 Dissertação - Adriane Guimarães de Siqueira Lemos - 2016.pdf: 1850453 bytes, checksum: a94724c58fd1453b42c1204bcf3c529b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-14T19:53:26Z (GMT) No. of bitstreams: 2 Dissertação - Adriane Guimarães de Siqueira Lemos - 2016.pdf: 1850453 bytes, checksum: a94724c58fd1453b42c1204bcf3c529b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2016-10-14T19:53:26Z (GMT). No. of bitstreams: 2 Dissertação - Adriane Guimarães de Siqueira Lemos - 2016.pdf: 1850453 bytes, checksum: a94724c58fd1453b42c1204bcf3c529b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-19Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEGapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação (FE)UFGBrasilFaculdade de Educação - FE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPsicologia-educaçãoEducação infantilRede municipal de GoiâniaPsychology-educationInfantile educationCIENCIAS HUMANAS::EDUCACAOTramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016)Webs of psychology-education relationship: the proposal of the municipal Goiania for early infantile education (2013-2016)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-57835581169077621366006006006002113337254376466508-240345818910352367-961409807440757778reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016) |
dc.title.alternative.eng.fl_str_mv |
Webs of psychology-education relationship: the proposal of the municipal Goiania for early infantile education (2013-2016) |
title |
Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016) |
spellingShingle |
Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016) Lemos, Adriane Guimarães de Siqueira Psicologia-educação Educação infantil Rede municipal de Goiânia Psychology-education Infantile education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016) |
title_full |
Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016) |
title_fullStr |
Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016) |
title_full_unstemmed |
Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016) |
title_sort |
Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016) |
author |
Lemos, Adriane Guimarães de Siqueira |
author_facet |
Lemos, Adriane Guimarães de Siqueira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Queiroz, Edna Mendonça Oliveira de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7615779096669181 |
dc.contributor.referee1.fl_str_mv |
Siqueira, Romilson Martins |
dc.contributor.referee2.fl_str_mv |
Miranda, Marília Gouvea de |
dc.contributor.referee3.fl_str_mv |
Queiroz, Edna Mendonça Oliveira de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1823263991104670 |
dc.contributor.author.fl_str_mv |
Lemos, Adriane Guimarães de Siqueira |
contributor_str_mv |
Queiroz, Edna Mendonça Oliveira de Siqueira, Romilson Martins Miranda, Marília Gouvea de Queiroz, Edna Mendonça Oliveira de |
dc.subject.por.fl_str_mv |
Psicologia-educação Educação infantil Rede municipal de Goiânia |
topic |
Psicologia-educação Educação infantil Rede municipal de Goiânia Psychology-education Infantile education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Psychology-education Infantile education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
That research, entered in the line Fundamentals of Processes Educational, investigates the vinculation psicology-education in the document Childhoods and Children in Scene: for one Politic of Infantile Education for the Rede Municipal de Goiânia (GOIÂNIA 2014). This is the qualitative research, bibliographic and documental, developed by content analysis procedure conducted from the strict document reading, the seizure of its structure and internal logic, the key concepts, and meanings and meanings of the terms and concepts used, based on the comparison with the appropriate theoretical framework in the literature review. By having for reference studies about the vinculation psychology-education from on one approach criticizes, based on historical analysis this relationship, it was found that it can take in order to hide and justify the unequal social relations and antagonistic and, concomitantly, support the training focused on the demands of the production process. It has been found that the principles identified in the document, the child who elected as centrality, and the emphasis on learning, for the organization and execution of educational processes, corroborates the movement here called webs of psychology-education relationship. The centrality of the child in the document is expressed by joining the Pedagogy of Childhood, the definition of the child as a subject of rights and the prominent place given to life experiences and experiences for the realization of the pedagogical proposal. The emphasis on learning is perceived in the document from the circumstantial teaching place, understanding that learning is a constitutive process and to the child and the subordination of this process to the interests and needs of the child. These are principles that historically are linked to the field of ideas psychology-education that tend to naturalization of the child and his formation. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-14T19:53:26Z |
dc.date.issued.fl_str_mv |
2016-09-19 |
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info:eu-repo/semantics/publishedVersion |
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LEMOS, A. G. S. Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016). 2016. 150 f. Dissertação (Mestrado em Educaçã) - Universidade Federal de Goiás, Goiânia, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/6392 |
identifier_str_mv |
LEMOS, A. G. S. Tramas da relação psicologia-educação: a proposta da rede municipal de Goiânia para a educação Infantil (2013-2016). 2016. 150 f. Dissertação (Mestrado em Educaçã) - Universidade Federal de Goiás, Goiânia, 2016. |
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