O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/306 |
Resumo: | This research aims to know and understand the concepts and practices narrated on the care / education by the teachers of Rio Branco / AC crèche de and brings the central question: What concepts and practices on the care / education are narrated by the teachers? The qualitative research approach is anchored in studies Biklem and Bogdan (1994), with the option, the case study, based on André (1986, 2005). Data collection occurred through semi-structured interviews and observations of moments of the practice of the four surveyed teachers. The theoretical framework brings in conceptions of childhood: Kulhman (2012), Aries (2006), Farias (2005); Conceptions of child development: Oliveira (1992.1999); Vigotsky (2001) and Leontiev (2001); Care / education: Kramer (2005), Didonet (2011); Boff (1999), Azevedo (2013); Joke and Interactions: Corsino (2009), Borba (2009), Moura (2009), Oliveira (2011), Moyles (2002), Rabbit and Pedrosa (1995), Cruz and Santos (2006); Sarmento (2002, 2003, 2005 , 2009), which also deals with conceptions of childhood and interactions; Professional Identity: Dubar (1997), Ciampa (1994) and Teacher Training, Garcia (1999), Nóvoa (1992, 1995, 1999), Oliveira (2001), Kramer (2005), Willow (2009) and Gomes (2009) .Das interviews and observations revealed three axes of analysis dealing with the following points: personal and professional life of teachers and the establishment of the identity of the same; Conceptions about childhood care / education and on the play and interactions. The results show the following evidence: the identity of teachers is becoming an every day, the intersection of the personal and professional dimensions, due to their lived experiences and continuing education. About play and interactions became explicit in the narrative that teachers conceive them as important elements in the development of children of nursery and this fact is evident when they speak with an emphasis on these two aspects, revealing that seek to prioritize these actions in pedagogical practices. With regard to the care / education, the narratives suggest that when teachers started teaching in the nursery, only brought expertise on working with children from 2:03 years, too, brought only their personal experiences of caring through of experiences with children or with other children of the contexts from which they were inserted. Because they are in a continuous process of professional development, the concepts and practices on the care / education, are also constituting themselves. About this constitution, we can infer that in some lines, they understand it is a unique aspect of their teaching actions in the nursery, which points to a conception of binomial. However, some lines refer to an understanding that reflects, at certain times, disregard the aspect of care as teaching, which reveals a dichotomous conception between care and education. So narratives have some conflict in relation to the concepts and practices, however, this conflict is justified when we consider that the social function of the nursery has a whole historical constitution. Also, the little time that daycare centers are linked to education, is expressed in the concepts and practices narrated by teachers. Accordingly, we find that even in the face of conflicts of professionals, their data show progress in bringing concepts, showing different from those that supported the service that small children were, where they were present, basically, the welfare and philanthropic aspects and institutions were seen as a place of custody and their professional caregivers. |
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O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/ACCuidarEducarConcepções e práticasCriança e infânciaCNPQ::CIENCIAS HUMANAS::EDUCACAOCaringEducatingConcepts and practicesChildren and childhoodThis research aims to know and understand the concepts and practices narrated on the care / education by the teachers of Rio Branco / AC crèche de and brings the central question: What concepts and practices on the care / education are narrated by the teachers? The qualitative research approach is anchored in studies Biklem and Bogdan (1994), with the option, the case study, based on André (1986, 2005). Data collection occurred through semi-structured interviews and observations of moments of the practice of the four surveyed teachers. The theoretical framework brings in conceptions of childhood: Kulhman (2012), Aries (2006), Farias (2005); Conceptions of child development: Oliveira (1992.1999); Vigotsky (2001) and Leontiev (2001); Care / education: Kramer (2005), Didonet (2011); Boff (1999), Azevedo (2013); Joke and Interactions: Corsino (2009), Borba (2009), Moura (2009), Oliveira (2011), Moyles (2002), Rabbit and Pedrosa (1995), Cruz and Santos (2006); Sarmento (2002, 2003, 2005 , 2009), which also deals with conceptions of childhood and interactions; Professional Identity: Dubar (1997), Ciampa (1994) and Teacher Training, Garcia (1999), Nóvoa (1992, 1995, 1999), Oliveira (2001), Kramer (2005), Willow (2009) and Gomes (2009) .Das interviews and observations revealed three axes of analysis dealing with the following points: personal and professional life of teachers and the establishment of the identity of the same; Conceptions about childhood care / education and on the play and interactions. The results show the following evidence: the identity of teachers is becoming an every day, the intersection of the personal and professional dimensions, due to their lived experiences and continuing education. About play and interactions became explicit in the narrative that teachers conceive them as important elements in the development of children of nursery and this fact is evident when they speak with an emphasis on these two aspects, revealing that seek to prioritize these actions in pedagogical practices. With regard to the care / education, the narratives suggest that when teachers started teaching in the nursery, only brought expertise on working with children from 2:03 years, too, brought only their personal experiences of caring through of experiences with children or with other children of the contexts from which they were inserted. Because they are in a continuous process of professional development, the concepts and practices on the care / education, are also constituting themselves. About this constitution, we can infer that in some lines, they understand it is a unique aspect of their teaching actions in the nursery, which points to a conception of binomial. However, some lines refer to an understanding that reflects, at certain times, disregard the aspect of care as teaching, which reveals a dichotomous conception between care and education. So narratives have some conflict in relation to the concepts and practices, however, this conflict is justified when we consider that the social function of the nursery has a whole historical constitution. Also, the little time that daycare centers are linked to education, is expressed in the concepts and practices narrated by teachers. Accordingly, we find that even in the face of conflicts of professionals, their data show progress in bringing concepts, showing different from those that supported the service that small children were, where they were present, basically, the welfare and philanthropic aspects and institutions were seen as a place of custody and their professional caregivers.Esta pesquisa tem o objetivo de compreender concepções e práticas narradas sobre o cuidar/educar pelas professoras de uma creche de Rio Branco/AC e traz como questão central: Que concepções e práticas sobre o cuidar/educar são narradas pelas professoras? A pesquisa de abordagem qualitativa está ancorada nos estudos de Bogdan e Biklem (1994), tendo como opção, o estudo de caso, baseado em André (1986, 2005). A coleta de dados deu-se através de entrevistas semi-estruturadas e de observações de momentos da prática das quatro professoras pesquisadas. O quadro teórico traz em concepções de infância: Kulhman (2012), Ariès (2006), Farias (2005); Concepções de desenvolvimento infantil: Oliveira (1992,1999); Vigotsky (2001) e Leontiev (2001); Cuidar/educar: Kramer (2005), Didonet (2011); Boff (1999), Azevedo (2013); Brincadeira e Interações: Corsino (2009), Borba (2009), Moura (2009), Oliveira (2011), Moyles (2002), Coelho e Pedrosa (1995), Cruz e Santos (2006);Sarmento (2002, 2003, 2005, 2009), que também trata sobre concepções de infância e interações; Identidade Profissional: Dubar (1997), Ciampa (1994) e Formação de professores, Garcia (1999), Nóvoa (1992, 1995, 1999), Oliveira (2001), Kramer (2005), Salgueiro (2009) e Gomes (2009). Das entrevistas e observações, emergiram três eixos de análise: Percurso Pessoal e Profissional das professoras e como sub eixo: A construção da identidade profissional; Conhecimentos constitutivos da infância e sub eixos: Concepções sobre infância e Concepções sobre cuidar/educar; Brincadeira e Interações na creche: Concepções construídas pelas professoras. Os resultados encontrados apontam as seguintes evidências: A identidade das professoras vem se constituindo cotidianamente, no entrecruzamento das dimensões pessoal e profissional, em decorrência de suas experiências e formação continuada vivida. Sobre o brincar e interações ficou explicito nas narrativas que as professoras os concebem como elementos importantes no desenvolvimento das crianças de creche e esse fato fica evidente quando elas falam com ênfase sobre esses dois aspectos, revelando que procuram dar prioridade a essas ações nas práticas pedagógicas. No que se refere ao cuidar/educar, as narrativas apontam, que quando as professoras iniciaram na docência de creche, apenas uma trazia conhecimentos sobre o trabalho com crianças de 02 e 03 anos, as demais, traziam apenas suas experiências pessoais de cuidar, através de vivências com filhos ou com outras crianças dos contextos dos quais estavam inseridas. Por se encontrarem em um processo contínuo de desenvolvimento profissional, as concepções e práticas sobre o cuidar/educar, também estão a constituírem-se. Sobre essa constituição, podemos inferir que em algumas falas, elas compreendem se tratar de um único aspecto de suas ações docentes na creche, o que aponta para uma concepção de binômio. No entanto, algumas falas remetem para uma compreensão que evidencia, em determinados momentos, desconsiderar o aspecto do cuidado como pedagógico, o que revela uma concepção dicotômica entre cuidado e educação. Portanto, as narrativas apresentam certo conflito em relação às concepções e práticas, todavia, esse conflito se justifica quando consideramos que a função social da creche tem toda uma constituição histórica. Também, o pouco tempo em que as creches se encontram atreladas à educação, é expressa nas concepções e práticas narradas pelas professoras. Nesse sentido, constatamos que mesmo diante dos conflitos das profissionais, suas falas mostram-se diferentes daquelas que sustentavam o atendimento que as crianças pequenas recebiam em que estavam presentes, basicamente, os aspectos assistencial e filantrópico e as instituições eram vistos como um lugar de guarda e seus profissionais, cuidadores.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMonteiro, Filomena Maria de Arrudahttp://lattes.cnpq.br/7969849041476435Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435Palma, Rute Cristina Domingos da531.668.331-53http://lattes.cnpq.br/3331812490308225459.585.131-68Pasuch, Jaqueline537.597.969-15http://lattes.cnpq.br/1388058716213162Galindo, Camila José301.101.168-01http://lattes.cnpq.br/4950003851687226Silva, Menilce Antonia da2017-05-26T12:15:11Z2014-11-272017-05-26T12:15:11Z2014-05-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Menilce Antonia da. O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC. 2014. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2014.http://ri.ufmt.br/handle/1/306porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2017-05-27T07:01:54Zoai:localhost:1/306Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2017-05-27T07:01:54Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC |
title |
O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC |
spellingShingle |
O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC Silva, Menilce Antonia da Cuidar Educar Concepções e práticas Criança e infância CNPQ::CIENCIAS HUMANAS::EDUCACAO Caring Educating Concepts and practices Children and childhood |
title_short |
O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC |
title_full |
O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC |
title_fullStr |
O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC |
title_full_unstemmed |
O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC |
title_sort |
O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC |
author |
Silva, Menilce Antonia da |
author_facet |
Silva, Menilce Antonia da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Monteiro, Filomena Maria de Arruda http://lattes.cnpq.br/7969849041476435 Monteiro, Filomena Maria de Arruda 459.585.131-68 http://lattes.cnpq.br/7969849041476435 Palma, Rute Cristina Domingos da 531.668.331-53 http://lattes.cnpq.br/3331812490308225 459.585.131-68 Pasuch, Jaqueline 537.597.969-15 http://lattes.cnpq.br/1388058716213162 Galindo, Camila José 301.101.168-01 http://lattes.cnpq.br/4950003851687226 |
dc.contributor.author.fl_str_mv |
Silva, Menilce Antonia da |
dc.subject.por.fl_str_mv |
Cuidar Educar Concepções e práticas Criança e infância CNPQ::CIENCIAS HUMANAS::EDUCACAO Caring Educating Concepts and practices Children and childhood |
topic |
Cuidar Educar Concepções e práticas Criança e infância CNPQ::CIENCIAS HUMANAS::EDUCACAO Caring Educating Concepts and practices Children and childhood |
description |
This research aims to know and understand the concepts and practices narrated on the care / education by the teachers of Rio Branco / AC crèche de and brings the central question: What concepts and practices on the care / education are narrated by the teachers? The qualitative research approach is anchored in studies Biklem and Bogdan (1994), with the option, the case study, based on André (1986, 2005). Data collection occurred through semi-structured interviews and observations of moments of the practice of the four surveyed teachers. The theoretical framework brings in conceptions of childhood: Kulhman (2012), Aries (2006), Farias (2005); Conceptions of child development: Oliveira (1992.1999); Vigotsky (2001) and Leontiev (2001); Care / education: Kramer (2005), Didonet (2011); Boff (1999), Azevedo (2013); Joke and Interactions: Corsino (2009), Borba (2009), Moura (2009), Oliveira (2011), Moyles (2002), Rabbit and Pedrosa (1995), Cruz and Santos (2006); Sarmento (2002, 2003, 2005 , 2009), which also deals with conceptions of childhood and interactions; Professional Identity: Dubar (1997), Ciampa (1994) and Teacher Training, Garcia (1999), Nóvoa (1992, 1995, 1999), Oliveira (2001), Kramer (2005), Willow (2009) and Gomes (2009) .Das interviews and observations revealed three axes of analysis dealing with the following points: personal and professional life of teachers and the establishment of the identity of the same; Conceptions about childhood care / education and on the play and interactions. The results show the following evidence: the identity of teachers is becoming an every day, the intersection of the personal and professional dimensions, due to their lived experiences and continuing education. About play and interactions became explicit in the narrative that teachers conceive them as important elements in the development of children of nursery and this fact is evident when they speak with an emphasis on these two aspects, revealing that seek to prioritize these actions in pedagogical practices. With regard to the care / education, the narratives suggest that when teachers started teaching in the nursery, only brought expertise on working with children from 2:03 years, too, brought only their personal experiences of caring through of experiences with children or with other children of the contexts from which they were inserted. Because they are in a continuous process of professional development, the concepts and practices on the care / education, are also constituting themselves. About this constitution, we can infer that in some lines, they understand it is a unique aspect of their teaching actions in the nursery, which points to a conception of binomial. However, some lines refer to an understanding that reflects, at certain times, disregard the aspect of care as teaching, which reveals a dichotomous conception between care and education. So narratives have some conflict in relation to the concepts and practices, however, this conflict is justified when we consider that the social function of the nursery has a whole historical constitution. Also, the little time that daycare centers are linked to education, is expressed in the concepts and practices narrated by teachers. Accordingly, we find that even in the face of conflicts of professionals, their data show progress in bringing concepts, showing different from those that supported the service that small children were, where they were present, basically, the welfare and philanthropic aspects and institutions were seen as a place of custody and their professional caregivers. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-11-27 2014-05-26 2017-05-26T12:15:11Z 2017-05-26T12:15:11Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Menilce Antonia da. O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC. 2014. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2014. http://ri.ufmt.br/handle/1/306 |
identifier_str_mv |
SILVA, Menilce Antonia da. O cuidar/educar nas narrativas de professoras de uma creche de Rio Branco/AC. 2014. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2014. |
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http://ri.ufmt.br/handle/1/306 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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