Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRRJ |
Texto Completo: | https://tede.ufrrj.br/jspui/handle/jspui/1761 |
Resumo: | With a historical-cultural focus, it is aimed at this study reflecting on the processes which compose the cognitions, knowledges and the formation of professionals as well as the pedagogical actions focused on the small children in the initial period of their staying in the kindergarten. This way we present as a goal investigating how the knowledges are built, conceptions and pedagogical practices of the teachers in the first days of the children and their families? staying in the Childhood Education School of UFRJ. We had this proposal coming from the processes of construction of adopted knowledges by a group of five teachers of a baby nursery, in articulation with the staff which leads the school. In benefit of that, we looked forward to identify in what contexts and forms the processes of constructions are given; how the existences of teachers? formation occur for the ones of the unity of Childhood Education; to perceive which knowledges are involved in that; analyzing how the politics of the present formation are reflected in this context and, finally, how this group becomes real in the pedagogical actions of reception of the children that are inserted in the institution. We understand the insertion as a movement of simultaneous knowledge among children/ families and institution/ educators, therefore the form as the institution organizes this period will be important in the construction of the relations between everybody. We still understand that the cognitions, pieces of knowledge and proceedings of the teachers are built daily in the meeting of one with another, in the dialogical movement of listening to many voices that evince themselves in the daily pedagogical proceeding. With these comprehensions, in search of our goal, we follow the movements that happened with the group of teachers in the insertion process of four children of the baby nursery group that started their routes in the institution in the second semester of the year of 2014. As a way of systematize our meetings and dialogs and of capturing the movements of the staff that could evince our focus of the analysis, we tried to take hold of a group of proceedings and instruments that could provide a dialogical space among researcher and researched subjects. With that, the use of the survey of characterization of the teachers, the dynamic of the group interview and the register in the diary which refers to the accomplished observations in the educational context, were adopted as a way of providing the demand through the group production of the data. The analysis shows us that there are some specific pieces of knowledge to which it recurs in the insertion movement; the most part of them refers to the specifics of the teacher?s role of Childhood Education. We saw all the time the search for understanding questions related to the food, the crying, the sleep, the hygiene, the space-time organization, the roles? compositions, all of them surrounded by responsive action with another subject. The teachers used to do endless exotopy in favor of the construction of these understandings where they had ?in the other? the great source of construction of the knowledge. |
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Motta, Flavia Miller Naethe793.006.007-10Motta, Flavia Miller NaetheMicarello, Hilda Aparecida Linhares da SilvaNascimento, Anelise Monteiro do14.429.197-60http://lattes.cnpq.br/5963374672100302Souza, Sirlene Oliveira de2017-06-09T18:43:17Z2015-03-17SOUZA, Sirlene Oliveira de. Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade. 2014. 106f. Disserta??o (Mestrado em Educa??o) Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Nova Igua?u, 2014.https://tede.ufrrj.br/jspui/handle/jspui/1761With a historical-cultural focus, it is aimed at this study reflecting on the processes which compose the cognitions, knowledges and the formation of professionals as well as the pedagogical actions focused on the small children in the initial period of their staying in the kindergarten. This way we present as a goal investigating how the knowledges are built, conceptions and pedagogical practices of the teachers in the first days of the children and their families? staying in the Childhood Education School of UFRJ. We had this proposal coming from the processes of construction of adopted knowledges by a group of five teachers of a baby nursery, in articulation with the staff which leads the school. In benefit of that, we looked forward to identify in what contexts and forms the processes of constructions are given; how the existences of teachers? formation occur for the ones of the unity of Childhood Education; to perceive which knowledges are involved in that; analyzing how the politics of the present formation are reflected in this context and, finally, how this group becomes real in the pedagogical actions of reception of the children that are inserted in the institution. We understand the insertion as a movement of simultaneous knowledge among children/ families and institution/ educators, therefore the form as the institution organizes this period will be important in the construction of the relations between everybody. We still understand that the cognitions, pieces of knowledge and proceedings of the teachers are built daily in the meeting of one with another, in the dialogical movement of listening to many voices that evince themselves in the daily pedagogical proceeding. With these comprehensions, in search of our goal, we follow the movements that happened with the group of teachers in the insertion process of four children of the baby nursery group that started their routes in the institution in the second semester of the year of 2014. As a way of systematize our meetings and dialogs and of capturing the movements of the staff that could evince our focus of the analysis, we tried to take hold of a group of proceedings and instruments that could provide a dialogical space among researcher and researched subjects. With that, the use of the survey of characterization of the teachers, the dynamic of the group interview and the register in the diary which refers to the accomplished observations in the educational context, were adopted as a way of providing the demand through the group production of the data. The analysis shows us that there are some specific pieces of knowledge to which it recurs in the insertion movement; the most part of them refers to the specifics of the teacher?s role of Childhood Education. We saw all the time the search for understanding questions related to the food, the crying, the sleep, the hygiene, the space-time organization, the roles? compositions, all of them surrounded by responsive action with another subject. The teachers used to do endless exotopy in favor of the construction of these understandings where they had ?in the other? the great source of construction of the knowledge.Com um enfoque hist?rico-cultural, pretende-se neste estudo refletir sobre os processos que comp?em os saberes, conhecimentos e a forma??o dos profissionais, bem como as a??es pedag?gicas voltadas para as crian?as pequenas no per?odo inicial de sua estadia na creche. Assim, apresentamos como objetivo investigar de que forma se constroem os conhecimentos, concep??es e pr?ticas pedag?gicas dos professores nos primeiros dias de estadia das crian?as e suas fam?lias na Escola de Educa??o Infantil da UFRJ. Tivemos esse prop?sito partindo dos processos de constru??o de conhecimentos adotados por um grupo de cinco professores de uma turma de ber??rio, em articula??o com a equipe que lidera a escola. Em prol deste, procuramos identificar em que contextos e formas se d?o processos de constru??o de conhecimentos; como ocorrem viv?ncias de forma??o para os professores desta unidade de Educa??o Infantil; perceber quais conhecimentos s?o envolvidos nele; analisar de que forma as pol?ticas de forma??o vigentes est?o refletidas nesse contexto e, por fim, como esse conjunto concretiza-se nas a??es pedag?gicas de recep??o das crian?as que se inserem na institui??o. Entendemos a inser??o como um movimento de conhecer simult?neo, entre crian?as/fam?lias e institui??o/educadores, portanto a forma como a institui??o organiza esse per?odo ser? importante na constru??o das rela??es entre todos. Entendemos ainda que os saberes, conhecimentos e fazeres dos professores s?o constru?dos cotidianamente no encontro com outro, no movimento dial?gico de escuta das v?rias vozes que se evidenciam no fazer pedag?gico cotidiano. Com essas compreens?es, na busca de nosso objetivo, acompanhamos os movimentos que aconteceram com o grupo de professores no processo de inser??o de quatro crian?as do grupo de ber??rio, que come?aram seu percurso na institui??o no segundo semestre do ano de 2014. Como forma de sistematizar nossos encontros e di?logos e de captar os movimentos da equipe que evidenciassem nosso foco de an?lise, procuramos lan?ar m?o de um conjunto de procedimentos e instrumentos que proporcionasse um espa?o dial?gico entre pesquisador e sujeitos pesquisados. Com isso, o uso do question?rio de caracteriza??o dos professores, a din?mica de entrevista coletiva e o registro em di?rio de campo referente ao acompanhamento das observa??es realizadas no contexto educacional, foram adotadas de forma a suprir a demanda pela produ??o conjunta dos dados. A an?lise nos mostra que h? alguns conhecimentos espec?ficos aos quais se recorre no movimento de inser??o, a maioria deles referente as especificidades do papel de professor de Educa??o Infantil. Vimos a todo tempo a busca por compreender quest?es referente a alimenta??o, ao choro, ao sono, a higiene, a organiza??o espa?o temporal, a composi??o de papeis, todos cercados pela a??o responsiva com outro sujeito. As professoras faziam um exerc?cio de exotopia incessante em prol da constru??o dessas compreens?es, em que tinham ?no outro? a grande fonte de constru??o de conhecimento.Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-09T18:43:17Z No. of bitstreams: 1 2015 - Sirlene Oliveira de Souza.pdf: 2512441 bytes, checksum: c29d5a9693bf8606caabfdf7eef43161 (MD5)Made available in DSpace on 2017-06-09T18:43:17Z (GMT). No. of bitstreams: 1 2015 - Sirlene Oliveira de Souza.pdf: 2512441 bytes, checksum: c29d5a9693bf8606caabfdf7eef43161 (MD5) Previous issue date: 2015-03-17application/pdfhttps://tede.ufrrj.br/retrieve/5505/2015%20-%20Sirlene%20Oliveira%20de%20Souza.pdf.jpghttps://tede.ufrrj.br/retrieve/14850/2015%20-%20Sirlene%20Oliveira%20de%20Souza.pdf.jpghttps://tede.ufrrj.br/retrieve/21330/2015%20-%20Sirlene%20Oliveira%20de%20Souza.pdf.jpghttps://tede.ufrrj.br/retrieve/27694/2015%20-%20Sirlene%20Oliveira%20de%20Souza.pdf.jpghttps://tede.ufrrj.br/retrieve/34056/2015%20-%20Sirlene%20Oliveira%20de%20Souza.pdf.jpghttps://tede.ufrrj.br/retrieve/40438/2015%20-%20Sirlene%20Oliveira%20de%20Souza.pdf.jpghttps://tede.ufrrj.br/retrieve/46806/2015%20-%20Sirlene%20Oliveira%20de%20Souza.pdf.jpghttps://tede.ufrrj.br/retrieve/53218/2015%20-%20Sirlene%20Oliveira%20de%20Souza.pdf.jpgporUniversidade Federal Rural do Rio de JaneiroPrograma de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas PopularesUFRRJBrasilInstituto Multidisciplinar de Nova Igua?uInstituto de Educa??oChildhood Educationinsertionteaching cognitionsEduca??o Infantilinser??osaberes docentesEduca??oInser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividadeInsertion and teaching knowledges in the Childhood Education: meetings, dialogs and responsivitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRRJinstname:Universidade Federal Rural do Rio de Janeiro (UFRRJ)instacron:UFRRJTEXT2015 - Sirlene Oliveira de Souza.pdf.txt2015 - Sirlene Oliveira de Souza.pdf.txttext/plain254195http://localhost:8080/tede/bitstream/jspui/1761/17/2015+-+Sirlene+Oliveira+de+Souza.pdf.txt75d7eec052cbf9df1740d4d82601daf4MD517ORIGINAL2015 - Sirlene Oliveira de Souza.pdf2015 - Sirlene Oliveira de Souza.pdfapplication/pdf2470351http://localhost:8080/tede/bitstream/jspui/1761/4/2015+-+Sirlene+Oliveira+de+Souza.pdfe8c47424490fe73a616e6862b7da9491MD54THUMBNAIL2015 - Sirlene Oliveira de Souza.pdf.jpg2015 - Sirlene Oliveira de Souza.pdf.jpgimage/jpeg1943http://localhost:8080/tede/bitstream/jspui/1761/18/2015+-+Sirlene+Oliveira+de+Souza.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD518LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade |
dc.title.alternative.eng.fl_str_mv |
Insertion and teaching knowledges in the Childhood Education: meetings, dialogs and responsivities |
title |
Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade |
spellingShingle |
Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade Souza, Sirlene Oliveira de Childhood Education insertion teaching cognitions Educa??o Infantil inser??o saberes docentes Educa??o |
title_short |
Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade |
title_full |
Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade |
title_fullStr |
Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade |
title_full_unstemmed |
Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade |
title_sort |
Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade |
author |
Souza, Sirlene Oliveira de |
author_facet |
Souza, Sirlene Oliveira de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Motta, Flavia Miller Naethe |
dc.contributor.advisor1ID.fl_str_mv |
793.006.007-10 |
dc.contributor.referee1.fl_str_mv |
Motta, Flavia Miller Naethe |
dc.contributor.referee2.fl_str_mv |
Micarello, Hilda Aparecida Linhares da Silva |
dc.contributor.referee3.fl_str_mv |
Nascimento, Anelise Monteiro do |
dc.contributor.authorID.fl_str_mv |
14.429.197-60 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5963374672100302 |
dc.contributor.author.fl_str_mv |
Souza, Sirlene Oliveira de |
contributor_str_mv |
Motta, Flavia Miller Naethe Motta, Flavia Miller Naethe Micarello, Hilda Aparecida Linhares da Silva Nascimento, Anelise Monteiro do |
dc.subject.eng.fl_str_mv |
Childhood Education insertion teaching cognitions |
topic |
Childhood Education insertion teaching cognitions Educa??o Infantil inser??o saberes docentes Educa??o |
dc.subject.por.fl_str_mv |
Educa??o Infantil inser??o saberes docentes |
dc.subject.cnpq.fl_str_mv |
Educa??o |
description |
With a historical-cultural focus, it is aimed at this study reflecting on the processes which compose the cognitions, knowledges and the formation of professionals as well as the pedagogical actions focused on the small children in the initial period of their staying in the kindergarten. This way we present as a goal investigating how the knowledges are built, conceptions and pedagogical practices of the teachers in the first days of the children and their families? staying in the Childhood Education School of UFRJ. We had this proposal coming from the processes of construction of adopted knowledges by a group of five teachers of a baby nursery, in articulation with the staff which leads the school. In benefit of that, we looked forward to identify in what contexts and forms the processes of constructions are given; how the existences of teachers? formation occur for the ones of the unity of Childhood Education; to perceive which knowledges are involved in that; analyzing how the politics of the present formation are reflected in this context and, finally, how this group becomes real in the pedagogical actions of reception of the children that are inserted in the institution. We understand the insertion as a movement of simultaneous knowledge among children/ families and institution/ educators, therefore the form as the institution organizes this period will be important in the construction of the relations between everybody. We still understand that the cognitions, pieces of knowledge and proceedings of the teachers are built daily in the meeting of one with another, in the dialogical movement of listening to many voices that evince themselves in the daily pedagogical proceeding. With these comprehensions, in search of our goal, we follow the movements that happened with the group of teachers in the insertion process of four children of the baby nursery group that started their routes in the institution in the second semester of the year of 2014. As a way of systematize our meetings and dialogs and of capturing the movements of the staff that could evince our focus of the analysis, we tried to take hold of a group of proceedings and instruments that could provide a dialogical space among researcher and researched subjects. With that, the use of the survey of characterization of the teachers, the dynamic of the group interview and the register in the diary which refers to the accomplished observations in the educational context, were adopted as a way of providing the demand through the group production of the data. The analysis shows us that there are some specific pieces of knowledge to which it recurs in the insertion movement; the most part of them refers to the specifics of the teacher?s role of Childhood Education. We saw all the time the search for understanding questions related to the food, the crying, the sleep, the hygiene, the space-time organization, the roles? compositions, all of them surrounded by responsive action with another subject. The teachers used to do endless exotopy in favor of the construction of these understandings where they had ?in the other? the great source of construction of the knowledge. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-03-17 |
dc.date.accessioned.fl_str_mv |
2017-06-09T18:43:17Z |
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.citation.fl_str_mv |
SOUZA, Sirlene Oliveira de. Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade. 2014. 106f. Disserta??o (Mestrado em Educa??o) Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Nova Igua?u, 2014. |
dc.identifier.uri.fl_str_mv |
https://tede.ufrrj.br/jspui/handle/jspui/1761 |
identifier_str_mv |
SOUZA, Sirlene Oliveira de. Inser??o e saberes docentes na Educa??o Infantil: encontros, di?logos e responsividade. 2014. 106f. Disserta??o (Mestrado em Educa??o) Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Nova Igua?u, 2014. |
url |
https://tede.ufrrj.br/jspui/handle/jspui/1761 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Rural do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares |
dc.publisher.initials.fl_str_mv |
UFRRJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto Multidisciplinar de Nova Igua?u Instituto de Educa??o |
publisher.none.fl_str_mv |
Universidade Federal Rural do Rio de Janeiro |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações da UFRRJ |
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