CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE

Detalhes bibliográficos
Autor(a) principal: Araújo, Caroline de Souza
Data de Publicação: 2021
Outros Autores: Perez, Marcia Cristina Argenti
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/63762
Resumo: This article aims to present a brief history about the Childhood Education’s role and the perceptions of educators about the similarities between nursery school and preschool, and the institution’s actual role. The methodology includes studies and official documents that are intended to the Childhood Education and empirical data obtained through participant observation and semistructured interview with eight educators from a county’s institution of Sao Paulo’s state. The data were analyzed based on the concept of significant units of Bardin’s Content Analysis (2016). The results show that the welfare character is still present inside the educational practices, but that advances were already achieved on the child’s recognition and the institution’s role.  The institution has socio-political and pedagogical functions that must be fulfilled and recognized. KEYWORDS: Childhood Education. Intitution’s Role. Pedagogical Practices. Child’s Recognition.
id UFG-3_d2866fbe26f4ec3120ceb61356a88700
oai_identifier_str oai:ojs.revistas.ufg.br:article/63762
network_acronym_str UFG-3
network_name_str Inter-ação (Goiânia. Online)
repository_id_str
spelling CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLEEDUCACIÓN INFANTIL: HISTORIA Y PERCEPCIONES DE EDUCADORES SOBRE LA FUNCIÓN DE LA INSTITUICIÓNEDUCAÇÃO INFANTIL: HISTÓRICO E PERCEPÇÕES DE EDUCADORAS SOBRE A FUNÇÃO DA INSTITUIÇÃOThis article aims to present a brief history about the Childhood Education’s role and the perceptions of educators about the similarities between nursery school and preschool, and the institution’s actual role. The methodology includes studies and official documents that are intended to the Childhood Education and empirical data obtained through participant observation and semistructured interview with eight educators from a county’s institution of Sao Paulo’s state. The data were analyzed based on the concept of significant units of Bardin’s Content Analysis (2016). The results show that the welfare character is still present inside the educational practices, but that advances were already achieved on the child’s recognition and the institution’s role.  The institution has socio-political and pedagogical functions that must be fulfilled and recognized. KEYWORDS: Childhood Education. Intitution’s Role. Pedagogical Practices. Child’s Recognition.Este artículo tiene como objetivo presentar un breve histórico de la función de Educación Infantil y percepciones de educadores sobre similitudes de la guardería y el preescolar, y el papel actual de la instituición. La metodología incluye investigaciones y documentos dirigidos a la Educación Infantil y datos empíricos obtenidos por observación participante y entrevistas semiestructuradas con ocho educadores de una instituición municipal del interior de São Paulo. Los datos se analizaron según el concepto de unidades significativas del Análisis de Contenido de Bardin (2016). Resultados muestran que el carácter asistencial está presente en las prácticas educativas, pero se han logrado avances en el reconocimiento del niño y del papel de la instituición. Sus funciones sociopolítica y pedagógica deben de ser cumplidas y reconocidas. PALABRAS-CLAVE: Educación Infantil. Papel de la Instituición. Prácticas Pedagógicas. Reconocimiento del Niño.O objetivo deste artigo é apresentar um breve histórico da função da Educação Infantil e percepções de educadoras sobre similaridades entre creche e pré-escola e a função atual da instituição. A metodologia engloba pesquisas e documentos oficiais destinados à Educação Infantil e dados empíricos obtidos por observação participante e entrevista semiestruturada com oito educadoras de uma instituição municipal do interior de São Paulo. Os dados foram analisados com base no conceito de unidades significativas da Análise de Conteúdo de Bardin (2016). Os resultados mostram que o caráter assistencialista ainda se faz presente no interior das práticas educacionais, mas que avanços já foram alcançados no reconhecimento da criança e da função da instituição. Essa tem funções sociopolítica e pedagógica que devem ser cumpridas e reconhecidas. PALAVRAS-CHAVE: Educação Infantil. Função da Instituição. Práticas Pedagógicas. Reconhecimento da Criança.Faculdade de Educação (UFG)2021-12-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/6376210.5216/ia.v46i3.63762Journal Inter-Ação; Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis; 1593-1604Revista Inter Ação; Vol. 46 Núm. 3 (2021): Pedagogías Negras: prácticas políticas, espistemologías y praxis; 1593-1604Revista Inter-Ação; v. 46 n. 3 (2021): Pedagogias Negras: práticas políticas, epistemologias e práxis; 1593-16041981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/63762/37783Copyright (c) 2021 Caroline de Souza Araújo, Marcia Cristina Argenti Perezinfo:eu-repo/semantics/openAccessAraújo, Caroline de Souza Perez, Marcia Cristina Argenti 2021-12-24T15:13:55Zoai:ojs.revistas.ufg.br:article/63762Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:54:57.687488Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE
EDUCACIÓN INFANTIL: HISTORIA Y PERCEPCIONES DE EDUCADORES SOBRE LA FUNCIÓN DE LA INSTITUICIÓN
EDUCAÇÃO INFANTIL: HISTÓRICO E PERCEPÇÕES DE EDUCADORAS SOBRE A FUNÇÃO DA INSTITUIÇÃO
title CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE
spellingShingle CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE
Araújo, Caroline de Souza
title_short CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE
title_full CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE
title_fullStr CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE
title_full_unstemmed CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE
title_sort CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE
author Araújo, Caroline de Souza
author_facet Araújo, Caroline de Souza
Perez, Marcia Cristina Argenti
author_role author
author2 Perez, Marcia Cristina Argenti
author2_role author
dc.contributor.author.fl_str_mv Araújo, Caroline de Souza
Perez, Marcia Cristina Argenti
description This article aims to present a brief history about the Childhood Education’s role and the perceptions of educators about the similarities between nursery school and preschool, and the institution’s actual role. The methodology includes studies and official documents that are intended to the Childhood Education and empirical data obtained through participant observation and semistructured interview with eight educators from a county’s institution of Sao Paulo’s state. The data were analyzed based on the concept of significant units of Bardin’s Content Analysis (2016). The results show that the welfare character is still present inside the educational practices, but that advances were already achieved on the child’s recognition and the institution’s role.  The institution has socio-political and pedagogical functions that must be fulfilled and recognized. KEYWORDS: Childhood Education. Intitution’s Role. Pedagogical Practices. Child’s Recognition.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/interacao/article/view/63762
10.5216/ia.v46i3.63762
url https://revistas.ufg.br/interacao/article/view/63762
identifier_str_mv 10.5216/ia.v46i3.63762
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/63762/37783
dc.rights.driver.fl_str_mv Copyright (c) 2021 Caroline de Souza Araújo, Marcia Cristina Argenti Perez
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Caroline de Souza Araújo, Marcia Cristina Argenti Perez
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis; 1593-1604
Revista Inter Ação; Vol. 46 Núm. 3 (2021): Pedagogías Negras: prácticas políticas, espistemologías y praxis; 1593-1604
Revista Inter-Ação; v. 46 n. 3 (2021): Pedagogias Negras: práticas políticas, epistemologias e práxis; 1593-1604
1981-8416
reponame:Inter-ação (Goiânia. Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
_version_ 1799874764093784064

Registros relacionados