AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/911 |
Resumo: | and/or compensatory, not really as a part of the educational system. Only after the Federal Constitution of 1988 (BRASIL, 1988) does it become the first stage of Basic Education, and the Law of Directives and Bases of National Education, 9394/96, recognizes its educational character. The changes proposed by the complementary legislation affect the routine of institutions that offer early childhood education and they contribute to the formulation of the problem of this research: How do public policies influence the (re)significance of the pedagogical practices of a specific school in Santa Maria, RS? In this study, the general objective is to understand the influence of public policies in the pedagogical practices of an institution that offers early childhood education in Santa Maria, RS, and, in a specific way, the study contextualizes the implications of public policies in the culture and organization of the environment at this school; it reflects on public policies for Early Childhood Education in the pedagogical, administrative and financial contexts of the school; it analyzes the adequacy of pedagogical practices to the paradigms of public policies aimed at this segment. The methodology used for this research has a qualitative approach with a case study. It focuses on a school located in the West area of Santa Maria, which, for document analysis, questionnaires and intensive direct observation. The document analysis is carried out on educational public policies for Early Childhood Education of macro and micro systems. The questionnaires cover all segments of the school community: representatives of daycare and kindergarten teachers, members of the School Council and members of the Parents and Teachers Association. Data analysis is referenced in the content analysis approach of Bardin (2011). Based on the results obtained, it can be concluded how the school has been transformed based on the laws of Early Childhood Education and it has been challenged to create its characteristic profile in the search for a distinction from the past as assistance-only to today's real schooling, which is a hallmark of Elementary Education. |
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Ghisleni, Taís SteffenelloMarquezan, Fernanda FigueiraLunardi, Elisiane MachadoSantos, Eliane Aparecida Galvão dosPrieto, Lilian Medianeira2020-08-25T13:31:35Z2020-03-26Prieto, Lilian Medianeira. AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS. 2020. 124f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS .http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/911and/or compensatory, not really as a part of the educational system. Only after the Federal Constitution of 1988 (BRASIL, 1988) does it become the first stage of Basic Education, and the Law of Directives and Bases of National Education, 9394/96, recognizes its educational character. The changes proposed by the complementary legislation affect the routine of institutions that offer early childhood education and they contribute to the formulation of the problem of this research: How do public policies influence the (re)significance of the pedagogical practices of a specific school in Santa Maria, RS? In this study, the general objective is to understand the influence of public policies in the pedagogical practices of an institution that offers early childhood education in Santa Maria, RS, and, in a specific way, the study contextualizes the implications of public policies in the culture and organization of the environment at this school; it reflects on public policies for Early Childhood Education in the pedagogical, administrative and financial contexts of the school; it analyzes the adequacy of pedagogical practices to the paradigms of public policies aimed at this segment. The methodology used for this research has a qualitative approach with a case study. It focuses on a school located in the West area of Santa Maria, which, for document analysis, questionnaires and intensive direct observation. The document analysis is carried out on educational public policies for Early Childhood Education of macro and micro systems. The questionnaires cover all segments of the school community: representatives of daycare and kindergarten teachers, members of the School Council and members of the Parents and Teachers Association. Data analysis is referenced in the content analysis approach of Bardin (2011). Based on the results obtained, it can be concluded how the school has been transformed based on the laws of Early Childhood Education and it has been challenged to create its characteristic profile in the search for a distinction from the past as assistance-only to today's real schooling, which is a hallmark of Elementary Education.A Educação Infantil, por muito tempo foi caracterizada como assistencialista e/ou compensatória, não fazendo parte do sistema educacional. Somente a partir da Constituição Federal de 1988 (BRASIL, 1988), torna-se a primeira etapa da Educação Básica, e a Lei de Diretrizes e Bases da Educação Nacional 9394/96 reconhece seu caráter educativo. As alterações propostas pelas legislações complementares a estas percutem no cotidiano escolar das instituições de Educação Infantil e colaboram para a formulação do problema desta pesquisa: Como as políticas públicas influenciam a (res)significação das práticas pedagógicas de uma escola de Santa Maria/RS? Neste estudo, tem-se como objetivo geral compreender a influência das políticas públicas nas práticas pedagógicas de uma instituição de Educação Infantil de Santa Maria/RS e, de forma específica, contextualizar as implicações das políticas públicas de Educação Infantil, na cultura e clima organizacional da escola; refletir sobre as políticas públicas para a Educação Infantil no contexto pedagógico, administrativo e financeiro da escola; analisar a adequação das práticas pedagógicas aos paradigmas das políticas públicas voltadas à Educação Infantil. A metodologia utilizada na pesquisa é de abordagem qualitativa por meio de um estudo de caso, tendo como foco uma escola de Educação Infantil, localizada na zona Oeste de Santa Maria/RS, que, para fins de anonimato, será análise documental, na aplicação de questionários e observação direta intensiva. A análise documental realiza-se em políticas públicas educacionais para a Educação Infantil dos, macro e micro sistemas. A aplicação dos questionários abrange todos os segmentos da comunidade escolar: representantes das professoras de Creche, professoras de Pré-escola, membros do Conselho Escolar e da Associação de Pais e Mestres. A análise dos dados está referenciada na análise de conteúdos de Bardin (2011). A partir dos resultados obtidos, conclui-se o quanto a escola tem se transformado a partir das legislações próprias da Educação Infantil e está sendo desafiada a criar seu perfil característico, procurando uma distinção do passado somente assistencialista e da escolarização, marcante do Ensino Fundamental.Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2020-08-25T13:31:35Z No. of bitstreams: 3 Dissertacao_LilianMedianeiraPrieto.pdf: 3264685 bytes, checksum: ad0cfb0f674dbddd586e951c78e54f03 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-08-25T13:31:35Z (GMT). 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dc.title.por.fl_str_mv |
AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS |
title |
AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS |
spellingShingle |
AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS Prieto, Lilian Medianeira Educação Infantil. Políticas Públicas. Gestão Escolar. Prática Pedagógica. Early Childhood Education. Public policy. School Management. Pedagogical Practice. Ensino |
title_short |
AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS |
title_full |
AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS |
title_fullStr |
AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS |
title_full_unstemmed |
AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS |
title_sort |
AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS |
author |
Prieto, Lilian Medianeira |
author_facet |
Prieto, Lilian Medianeira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ghisleni, Taís Steffenello |
dc.contributor.advisor-co1.fl_str_mv |
Marquezan, Fernanda Figueira |
dc.contributor.referee1.fl_str_mv |
Lunardi, Elisiane Machado |
dc.contributor.referee2.fl_str_mv |
Santos, Eliane Aparecida Galvão dos |
dc.contributor.author.fl_str_mv |
Prieto, Lilian Medianeira |
contributor_str_mv |
Ghisleni, Taís Steffenello Marquezan, Fernanda Figueira Lunardi, Elisiane Machado Santos, Eliane Aparecida Galvão dos |
dc.subject.por.fl_str_mv |
Educação Infantil. Políticas Públicas. Gestão Escolar. Prática Pedagógica. |
topic |
Educação Infantil. Políticas Públicas. Gestão Escolar. Prática Pedagógica. Early Childhood Education. Public policy. School Management. Pedagogical Practice. Ensino |
dc.subject.eng.fl_str_mv |
Early Childhood Education. Public policy. School Management. Pedagogical Practice. |
dc.subject.cnpq.fl_str_mv |
Ensino |
description |
and/or compensatory, not really as a part of the educational system. Only after the Federal Constitution of 1988 (BRASIL, 1988) does it become the first stage of Basic Education, and the Law of Directives and Bases of National Education, 9394/96, recognizes its educational character. The changes proposed by the complementary legislation affect the routine of institutions that offer early childhood education and they contribute to the formulation of the problem of this research: How do public policies influence the (re)significance of the pedagogical practices of a specific school in Santa Maria, RS? In this study, the general objective is to understand the influence of public policies in the pedagogical practices of an institution that offers early childhood education in Santa Maria, RS, and, in a specific way, the study contextualizes the implications of public policies in the culture and organization of the environment at this school; it reflects on public policies for Early Childhood Education in the pedagogical, administrative and financial contexts of the school; it analyzes the adequacy of pedagogical practices to the paradigms of public policies aimed at this segment. The methodology used for this research has a qualitative approach with a case study. It focuses on a school located in the West area of Santa Maria, which, for document analysis, questionnaires and intensive direct observation. The document analysis is carried out on educational public policies for Early Childhood Education of macro and micro systems. The questionnaires cover all segments of the school community: representatives of daycare and kindergarten teachers, members of the School Council and members of the Parents and Teachers Association. Data analysis is referenced in the content analysis approach of Bardin (2011). Based on the results obtained, it can be concluded how the school has been transformed based on the laws of Early Childhood Education and it has been challenged to create its characteristic profile in the search for a distinction from the past as assistance-only to today's real schooling, which is a hallmark of Elementary Education. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-08-25T13:31:35Z |
dc.date.issued.fl_str_mv |
2020-03-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Prieto, Lilian Medianeira. AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS. 2020. 124f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS . |
dc.identifier.uri.fl_str_mv |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/911 |
identifier_str_mv |
Prieto, Lilian Medianeira. AS POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO INFANTIL [RES]SIGNIFICANDO AS PRÁTICAS PEDAGÓGICAS DE UMA ESCOLA DE SANTA MARIA/RS. 2020. 124f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS . |
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http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/911 |
dc.language.iso.fl_str_mv |
por |
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