O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/13967 |
Resumo: | Early Child Education, mathematics education, main activity of the child and planning. Based on these concepts that arises the justification of this research which is bound up to Marters in Education of Universidade Federal de Santa Maria (UFSM). Firstly, from the enchantment of Early Child Education by the researcher; secondly, from the concernin in considering the main activity of the child, the game, in the teaching planning and, thirdly, as future teachers understand this relation. In light of this, we stablished the main purpose of this study that is to investigate the formative process of future teachers in the organization of teaching in Early Child Education. The present study was conducted within the scope of PIBID (Programa Institucional de Bolsas de Iniciação à Docência), specifically of the Subprojeto Interdisciplinar Educação Matemática (PIBID/InterdEM) of Universidade Federal de Santa Maria (UFSM), that was created in 2014. For this study, we count of the collaboration of four undergraduation students of Pedagogy (UFSM) and Special Education (UFSM), who planned, organized and developed teaching actions in a municipal school in Santa Maria (RS), which was a partner of the subproject of PIBID. This research was conducted based on the perspective of Cultural-Historical Theory (VYGOTSKY), Activity Theory (LEONTIEV) and Teaching-Orienting Activities (MOURA). In order to obtain the data, the planning moments were recorded in audio. In the school context, the actions were filmed and photographed and a field diary was used. Each undergraduation student reported and reflected about the daily action in the classroom and in the research some field diaries were used. The data analysis was based on episodes (MOURA, 2004) that are understood as fragments that explain the empirical data of the research that will turn into scientific data, from the researcher's perspective. For this analysis, we set three axes: The child and his/her main activity; Educational planning in Early Childhood Education; Experiences in the school context. As results, the undergraduation students understood the importance of intentionally planning from the child's main activity. They also understood that the game has its seriousness in developing children's conscience in each action performed, broadening the idea of him/herself to the idea of a subject who has a social role in human relations. At the same time, they learned based on their frustration as well as realized that are not all school contexts that ponder this activity based on children's need. |
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O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantilPlanning and the main activity of the child: experiences of future teachers in the early child educationEducação infantilAtividade principal da criançaEducação matemática na infânciaPlanejamentoFormação inicial de professoresTeoria histórico-culturalEarly child educationMain activity of the childMathematics education in childhoodPlanningInitial teacher trainingCultural-historical theoryCNPQ::CIENCIAS HUMANAS::EDUCACAOEarly Child Education, mathematics education, main activity of the child and planning. Based on these concepts that arises the justification of this research which is bound up to Marters in Education of Universidade Federal de Santa Maria (UFSM). Firstly, from the enchantment of Early Child Education by the researcher; secondly, from the concernin in considering the main activity of the child, the game, in the teaching planning and, thirdly, as future teachers understand this relation. In light of this, we stablished the main purpose of this study that is to investigate the formative process of future teachers in the organization of teaching in Early Child Education. The present study was conducted within the scope of PIBID (Programa Institucional de Bolsas de Iniciação à Docência), specifically of the Subprojeto Interdisciplinar Educação Matemática (PIBID/InterdEM) of Universidade Federal de Santa Maria (UFSM), that was created in 2014. For this study, we count of the collaboration of four undergraduation students of Pedagogy (UFSM) and Special Education (UFSM), who planned, organized and developed teaching actions in a municipal school in Santa Maria (RS), which was a partner of the subproject of PIBID. This research was conducted based on the perspective of Cultural-Historical Theory (VYGOTSKY), Activity Theory (LEONTIEV) and Teaching-Orienting Activities (MOURA). In order to obtain the data, the planning moments were recorded in audio. In the school context, the actions were filmed and photographed and a field diary was used. Each undergraduation student reported and reflected about the daily action in the classroom and in the research some field diaries were used. The data analysis was based on episodes (MOURA, 2004) that are understood as fragments that explain the empirical data of the research that will turn into scientific data, from the researcher's perspective. For this analysis, we set three axes: The child and his/her main activity; Educational planning in Early Childhood Education; Experiences in the school context. As results, the undergraduation students understood the importance of intentionally planning from the child's main activity. They also understood that the game has its seriousness in developing children's conscience in each action performed, broadening the idea of him/herself to the idea of a subject who has a social role in human relations. At the same time, they learned based on their frustration as well as realized that are not all school contexts that ponder this activity based on children's need.Educação infantil, educação matemática, atividade principal da criança e planejamento. É a partir destes conceitos que surge a justificativa para tal pesquisa vinculada ao Mestrado em Educação da Universidade Federal de Santa Maria (UFSM). Primeiramente, do encantamento da Educação Infantil pela pesquisadora; segundo, da preocupação em considerar a atividade principal da criança, o jogo, no planejamento docente e terceiro, de como futuras professoras compreendem essa relação. Diante disso, delineamos o objetivo principal da pesquisa, que consiste em investigar o processo formativo de futuros professores na organização do ensino na Educação Infantil. A presente pesquisa, foi desenvolvida no âmbito do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), especificamente do Subprojeto Interdisciplinar Educação Matemática (PIBID/InterdEM) da Universidade Federal de Santa Maria (UFSM), criado em 2014. Para este trabalho, contamos com a colaboração de quatro acadêmicas dos cursos de Licenciatura em Pedagogia (UFSM) e Educação Especial (UFSM), que planejaram, organizaram e desenvolveram ações de ensino em uma escola da rede pública municipal de ensino da cidade de Santa Maria (RS), parceira do referido subprojeto do PIBID. Os encaminhamentos teóricos são pautados na perspectiva da Teoria Histórico – Cultural (VYGOTSKY), Teoria da Atividade (LEONTIEV) e Atividade Orientadora de Ensino (MOURA). Para a obtenção dos dados, os momentos de planejamento foram gravados em áudio. No âmbito escolar as ações foram filmadas e fotografadas, bem como nos utilizamos de um diário de campo. Cada acadêmica relatou e refletiu as ações diárias em sala de aula, e a pesquisadora também se utilizou do recurso do diário de campo. A análise dos dados se deu a partir de episódios (MOURA, 2004), entendidos como fragmentos que explicitam os dados empíricos da pesquisa que irão se transformar em científicos, a partir do olhar do pesquisador. Para essa análise, elencamos três eixos: A criança e sua atividade principal; O planejamento do ensino na Educação Infantil; Vivências no âmbito escolar. Como resultados foram encontrados indícios de que as acadêmicas compreenderam a importância de planejar intencionalmente a partir da atividade principal da criança. Assim, entendendo que essa atividade, não é mero “passatempo”, mas uma ação indispensável a criança e ao professor. Também, o quanto esse ensino intencional proporciona à criança a vontade de querer aprender e assim, se desenvolver.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Côco, Dilzahttp://lattes.cnpq.br/3131702431327694Lima, Graziela Escandiel dehttp://lattes.cnpq.br/2375135868191425Marafiga, Andressa Wiedenhoft2018-07-31T19:47:26Z2018-07-31T19:47:26Z2017-08-07info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/13967porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-06-29T11:26:29Zoai:repositorio.ufsm.br:1/13967Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-06-29T11:26:29Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil Planning and the main activity of the child: experiences of future teachers in the early child education |
title |
O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil |
spellingShingle |
O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil Marafiga, Andressa Wiedenhoft Educação infantil Atividade principal da criança Educação matemática na infância Planejamento Formação inicial de professores Teoria histórico-cultural Early child education Main activity of the child Mathematics education in childhood Planning Initial teacher training Cultural-historical theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil |
title_full |
O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil |
title_fullStr |
O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil |
title_full_unstemmed |
O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil |
title_sort |
O planejamento e a atividade principal da criança: vivências de futuras professoras na educação infantil |
author |
Marafiga, Andressa Wiedenhoft |
author_facet |
Marafiga, Andressa Wiedenhoft |
author_role |
author |
dc.contributor.none.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira http://lattes.cnpq.br/7102436522771207 Côco, Dilza http://lattes.cnpq.br/3131702431327694 Lima, Graziela Escandiel de http://lattes.cnpq.br/2375135868191425 |
dc.contributor.author.fl_str_mv |
Marafiga, Andressa Wiedenhoft |
dc.subject.por.fl_str_mv |
Educação infantil Atividade principal da criança Educação matemática na infância Planejamento Formação inicial de professores Teoria histórico-cultural Early child education Main activity of the child Mathematics education in childhood Planning Initial teacher training Cultural-historical theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação infantil Atividade principal da criança Educação matemática na infância Planejamento Formação inicial de professores Teoria histórico-cultural Early child education Main activity of the child Mathematics education in childhood Planning Initial teacher training Cultural-historical theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Early Child Education, mathematics education, main activity of the child and planning. Based on these concepts that arises the justification of this research which is bound up to Marters in Education of Universidade Federal de Santa Maria (UFSM). Firstly, from the enchantment of Early Child Education by the researcher; secondly, from the concernin in considering the main activity of the child, the game, in the teaching planning and, thirdly, as future teachers understand this relation. In light of this, we stablished the main purpose of this study that is to investigate the formative process of future teachers in the organization of teaching in Early Child Education. The present study was conducted within the scope of PIBID (Programa Institucional de Bolsas de Iniciação à Docência), specifically of the Subprojeto Interdisciplinar Educação Matemática (PIBID/InterdEM) of Universidade Federal de Santa Maria (UFSM), that was created in 2014. For this study, we count of the collaboration of four undergraduation students of Pedagogy (UFSM) and Special Education (UFSM), who planned, organized and developed teaching actions in a municipal school in Santa Maria (RS), which was a partner of the subproject of PIBID. This research was conducted based on the perspective of Cultural-Historical Theory (VYGOTSKY), Activity Theory (LEONTIEV) and Teaching-Orienting Activities (MOURA). In order to obtain the data, the planning moments were recorded in audio. In the school context, the actions were filmed and photographed and a field diary was used. Each undergraduation student reported and reflected about the daily action in the classroom and in the research some field diaries were used. The data analysis was based on episodes (MOURA, 2004) that are understood as fragments that explain the empirical data of the research that will turn into scientific data, from the researcher's perspective. For this analysis, we set three axes: The child and his/her main activity; Educational planning in Early Childhood Education; Experiences in the school context. As results, the undergraduation students understood the importance of intentionally planning from the child's main activity. They also understood that the game has its seriousness in developing children's conscience in each action performed, broadening the idea of him/herself to the idea of a subject who has a social role in human relations. At the same time, they learned based on their frustration as well as realized that are not all school contexts that ponder this activity based on children's need. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-08-07 2018-07-31T19:47:26Z 2018-07-31T19:47:26Z |
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 |
http://repositorio.ufsm.br/handle/1/13967 |
url |
http://repositorio.ufsm.br/handle/1/13967 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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