Diálogos colaborativos acerca dos processos formativos docentes: as práticas pedagógicas no berçário

• Autor(a) principal: Rapachi, Géssica Weber
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/0013000002sbw
• Texto Completo: http://repositorio.ufsm.br/handle/1/19109
• topic: Educação infantil; Práticas pedagógicas; Diálogos colaborativos; Child education; Pedagogical practices; Collaborative dialogues; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This paper presents the relationships built between what is proposed in the school PPP and the planning of the pedagogical practices of nursery teachers of two private schools with authorization for operation of the eastern region of Santa Maria/RS. The study is linked to the Professional Master’s Degree - UFSM in the Research Line 2 - Pedagogical management and educational contexts. The direction to this theme had its mobilization in the experience of the author as a teacher in Child Education in one of the Schools of this research. For this purpose, they were listed as specific objectives: a) To investigate what are the guiding principles of the pedagogical practices of the teachers researched; b) Identify the understandings of nursery teachers about the pedagogical Political Projects of the Schools; c) Enable dialogues that allow nursery teachers involved in the research to participate in the elaboration of a tool to organize the daily pedagogical practice; d) To promote spaces for reflection on pedagogical practices from dialogical meetings. The theoretical benchmark includes studies by Freire (1980; 1997; 2000; 2003), Lück (2006; 2008; 2009; 2011), Sacristán (2000), Ostetto (1992), Veiga (1998), Minayo (1994), Libâneo (2003). The research was developed on the basis of a qualitative approach, of the type of participant research, characterized mainly by the involvement and action of the researcher with the interested groups. Therefore, collaborative dialogues and questionnaire were developed. The research context was that of two schools with authorization to operate in the eastern region of Santa Maria/RS, and the subjects were teachers of the nursery of the respective schools. It is also proposed, as a product of the research, pedagogical Protocol of Continuing Training: dialogue/collaborative strategies for children’s education practices, capable of facilitating reflection and new and different forms of organization of pedagogical practices in the nursery.