Formação de professoras em educação infantil: entrelaçamentos em um processo formativo
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23998 |
Resumo: | This doctoral research is part of the Teaching, Knowledge, and Professional Development line of the Graduate Program in Education at the Federal University of Santa Maria (UFSM/RS). Its general objective is to understand how a training course in Early Childhood Education intentionally organized from the assumptions of the Historical-Cultural Theory can be constituted as a formative process of teaching-learning aiming at the development of the child’s higher psychic functions. To achieve this general objective, three investigative actions were listed, namely: Identifying the actions necessary for the formation of a training course in Early Childhood Education; Reflect on the importance of theoretical-practical sharing for teaching, learning, and reframing; Discuss the possibilities of organizing teaching in Early Childhood Education, creating conditions for the appropriation of scientific concepts by children. A formative action was also established, namely: Organizing a collective process of learning knowledge about the process of child development, as well as for the organization of teaching in Early Childhood Education, based on the Historical-Cultural Theory (THC), Activity Theory (TA), and the Teaching Guidance Activity (AOE). The study is based on the assumptions of the Historical-Cultural Theory, which understands that through the appropriation of historically elaborated knowledge, subjects become humanized. To apprehend the reality, a training course in Early Childhood Education entitled: “Discovering and learning about Early Childhood Education” was offered to teachers, future teachers, and professionals in education. In the first part of the course, theoretical studies were conducted, while in the second part, actions were planned that were developed in a municipal public school in the city of Santa Maria/RS in Early Childhood Education classes. As a conclusion arising from the first unit, “The actions of those who organize,” it was possible to identify that the intention of those who organize a training process interferes with learning, through appropriations made or not by the subjects. In unit two, “The actions of those who study and learn” the importance of the study in the process of revisiting and requalifying practices was highlighted and that this study, when shared, helps to understand theory and practice. From unit three, “Actions aimed at the organization of teaching,” it was possible to recognize the role of sharing ideas for conscious planning, passing through the study/research/appropriation. Thus, it is argued that a training course in Early Childhood Education guided by the assumptions of the Historical-Cultural Theory is constituted as a teaching-learning process when the participating subjects understand the importance of their role as educators in the intentional organization of teaching, aimed at main activity of the child (the game), and the development of higher psychic functions, which implies being active. |
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2022-03-31T13:55:58Z2022-03-31T13:55:58Z2021-09-08http://repositorio.ufsm.br/handle/1/23998This doctoral research is part of the Teaching, Knowledge, and Professional Development line of the Graduate Program in Education at the Federal University of Santa Maria (UFSM/RS). Its general objective is to understand how a training course in Early Childhood Education intentionally organized from the assumptions of the Historical-Cultural Theory can be constituted as a formative process of teaching-learning aiming at the development of the child’s higher psychic functions. To achieve this general objective, three investigative actions were listed, namely: Identifying the actions necessary for the formation of a training course in Early Childhood Education; Reflect on the importance of theoretical-practical sharing for teaching, learning, and reframing; Discuss the possibilities of organizing teaching in Early Childhood Education, creating conditions for the appropriation of scientific concepts by children. A formative action was also established, namely: Organizing a collective process of learning knowledge about the process of child development, as well as for the organization of teaching in Early Childhood Education, based on the Historical-Cultural Theory (THC), Activity Theory (TA), and the Teaching Guidance Activity (AOE). The study is based on the assumptions of the Historical-Cultural Theory, which understands that through the appropriation of historically elaborated knowledge, subjects become humanized. To apprehend the reality, a training course in Early Childhood Education entitled: “Discovering and learning about Early Childhood Education” was offered to teachers, future teachers, and professionals in education. In the first part of the course, theoretical studies were conducted, while in the second part, actions were planned that were developed in a municipal public school in the city of Santa Maria/RS in Early Childhood Education classes. As a conclusion arising from the first unit, “The actions of those who organize,” it was possible to identify that the intention of those who organize a training process interferes with learning, through appropriations made or not by the subjects. In unit two, “The actions of those who study and learn” the importance of the study in the process of revisiting and requalifying practices was highlighted and that this study, when shared, helps to understand theory and practice. From unit three, “Actions aimed at the organization of teaching,” it was possible to recognize the role of sharing ideas for conscious planning, passing through the study/research/appropriation. Thus, it is argued that a training course in Early Childhood Education guided by the assumptions of the Historical-Cultural Theory is constituted as a teaching-learning process when the participating subjects understand the importance of their role as educators in the intentional organization of teaching, aimed at main activity of the child (the game), and the development of higher psychic functions, which implies being active.Essa pesquisa de doutorado se insere na linha de Docência, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM/RS). Apresenta como objetivo geral compreender como um curso de formação em Educação Infantil, organizado intencionalmente a partir dos pressupostos da Teoria Histórico-Cultural, pode se constituir como um processo formativo de aprendizagem da docência, visando ao desenvolvimento das funções psíquicas superiores da criança. Para alcançar esse objetivo geral, elencou-se três ações investigativas, sendo elas identificar ações necessárias para a constituição formativa de um curso de formação em Educação Infantil; refletir sobre a importância do compartilhamento teórico-prático para as aprendizagens e ressignificações docentes; e discutir acerca das possibilidades de organização do ensino na Educação Infantil, criando condições para a apropriação dos conceitos científicos pelas crianças. Também se estabeleceu uma ação formativa, qual seja a de organizar um processo coletivo de aprendizado de conhecimentos sobre o processo de desenvolvimento da criança, bem como para a organização do ensino na Educação Infantil, pautados na Teoria Histórico-Cultural, na Teoria da Atividade e na Atividade Orientadora de Ensino. O estudo é fundamentado nos pressupostos da Teoria Histórico-Cultural, que compreende que, por meio da apropriação dos conhecimentos historicamente elaborados, os sujeitos se humanizam. Pautar-se nessa teoria é assumir todas as suas dimensões: epistemológica, lógica/filosófica e ontológica. Para apreensão da realidade, foi ofertado um curso de formação em Educação Infantil intitulado “Descobrindo e aprendendo sobre a Educação Infantil” e destinado para professores, futuros professores e profissionais da área da educação. Na primeira parte do curso, foram realizados estudos teóricos; já na segunda parte, foram planejadas ações desenvolvidas em uma escola da rede pública municipal da cidade de Santa Maria/RS, em turmas de Educação Infantil. Como instrumentos de produção de dados, utilizamos questionários, fotos, gravação em vídeo, relatos escritos, planejamento e reflexões. Os dados foram organizados e analisados a partir de unidades de análise compostas por episódios e cenas. Como conclusão decorrente da primeira unidade de análise, “as ações de quem organiza”, foi possível identificar que a intencionalidade de quem organiza um processo formativo interfere na aprendizagem por meio de apropriações realizadas ou não pelos sujeitos. Na unidade dois, “as ações de quem estuda e aprende”, foi evidenciada a importância do estudo no processo de revisitar e de requalificar práticas, e que esse estudo, quando compartilhado, auxilia na compreensão da teoria e da prática. A partir da unidade três, “as ações voltadas a organização do ensino”, foi possível reconhecer o papel do compartilhamento de ideias para o planejamento consciente, perpassando o estudo/pesquisa/apropriação. Assim, defende-se que um curso de formação em Educação Infantil pautado pelos pressupostos da Teoria Histórico-Cultural se constitui como um processo de aprendizagem da docência quando os sujeitos participantes compreendem o significado social do papel do professor na organização intencional do ensino, voltado à atividade principal da criança (o jogo) e ao desenvolvimento das funções psíquicas superiores, o que implica estar em atividade.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação infantilProcesso formativoCurso de formação em educação infantilTeoria histórico-culturalEarly childhood educationFormative processTraining course in early childhood educationHistorical-cultural theoryCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação de professoras em educação infantil: entrelaçamentos em um processo formativoTeacher training in early childhood education: linkages in a formative processinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Côco, DilzaLima, Graziela Escandiel deUmbelino, Janaina DamascoPalma, Rute Cristina Domingos dahttp://lattes.cnpq.br/2784567594115187Marafiga, Andressa Wiedenhoft700800000006600600600600600600600d35754ba-be65-447a-a95d-9c39a8397c5254de66b2-f86b-4206-9ab8-2ffd2005515681fc7cf2-771c-46e4-917b-5d83990fb5d89cf28331-c45d-4f8d-9f2d-8f24925648e081fb1015-94b1-4cb1-8fff-77d45c0c1a3e24775be0-2d4d-4333-aef3-b0b6aca1802freponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/23998/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/23998/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53ORIGINALTES_PPGEDUCACAO_2021_MARAFIGA_ANDRESSA.pdfTES_PPGEDUCACAO_2021_MARAFIGA_ANDRESSA.pdfTeseapplication/pdf2349625http://repositorio.ufsm.br/bitstream/1/23998/1/TES_PPGEDUCACAO_2021_MARAFIGA_ANDRESSA.pdf923f3809745412223a4072ea0f700409MD511/239982022-03-31 10:55:59.257oai:repositorio.ufsm.br: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ório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132022-03-31T13:55:59Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Formação de professoras em educação infantil: entrelaçamentos em um processo formativo |
dc.title.alternative.eng.fl_str_mv |
Teacher training in early childhood education: linkages in a formative process |
title |
Formação de professoras em educação infantil: entrelaçamentos em um processo formativo |
spellingShingle |
Formação de professoras em educação infantil: entrelaçamentos em um processo formativo Marafiga, Andressa Wiedenhoft Educação infantil Processo formativo Curso de formação em educação infantil Teoria histórico-cultural Early childhood education Formative process Training course in early childhood education Historical-cultural theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação de professoras em educação infantil: entrelaçamentos em um processo formativo |
title_full |
Formação de professoras em educação infantil: entrelaçamentos em um processo formativo |
title_fullStr |
Formação de professoras em educação infantil: entrelaçamentos em um processo formativo |
title_full_unstemmed |
Formação de professoras em educação infantil: entrelaçamentos em um processo formativo |
title_sort |
Formação de professoras em educação infantil: entrelaçamentos em um processo formativo |
author |
Marafiga, Andressa Wiedenhoft |
author_facet |
Marafiga, Andressa Wiedenhoft |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.referee1.fl_str_mv |
Côco, Dilza |
dc.contributor.referee2.fl_str_mv |
Lima, Graziela Escandiel de |
dc.contributor.referee3.fl_str_mv |
Umbelino, Janaina Damasco |
dc.contributor.referee4.fl_str_mv |
Palma, Rute Cristina Domingos da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2784567594115187 |
dc.contributor.author.fl_str_mv |
Marafiga, Andressa Wiedenhoft |
contributor_str_mv |
Lopes, Anemari Roesler Luersen Vieira Côco, Dilza Lima, Graziela Escandiel de Umbelino, Janaina Damasco Palma, Rute Cristina Domingos da |
dc.subject.por.fl_str_mv |
Educação infantil Processo formativo Curso de formação em educação infantil Teoria histórico-cultural |
topic |
Educação infantil Processo formativo Curso de formação em educação infantil Teoria histórico-cultural Early childhood education Formative process Training course in early childhood education Historical-cultural theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Early childhood education Formative process Training course in early childhood education Historical-cultural theory |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This doctoral research is part of the Teaching, Knowledge, and Professional Development line of the Graduate Program in Education at the Federal University of Santa Maria (UFSM/RS). Its general objective is to understand how a training course in Early Childhood Education intentionally organized from the assumptions of the Historical-Cultural Theory can be constituted as a formative process of teaching-learning aiming at the development of the child’s higher psychic functions. To achieve this general objective, three investigative actions were listed, namely: Identifying the actions necessary for the formation of a training course in Early Childhood Education; Reflect on the importance of theoretical-practical sharing for teaching, learning, and reframing; Discuss the possibilities of organizing teaching in Early Childhood Education, creating conditions for the appropriation of scientific concepts by children. A formative action was also established, namely: Organizing a collective process of learning knowledge about the process of child development, as well as for the organization of teaching in Early Childhood Education, based on the Historical-Cultural Theory (THC), Activity Theory (TA), and the Teaching Guidance Activity (AOE). The study is based on the assumptions of the Historical-Cultural Theory, which understands that through the appropriation of historically elaborated knowledge, subjects become humanized. To apprehend the reality, a training course in Early Childhood Education entitled: “Discovering and learning about Early Childhood Education” was offered to teachers, future teachers, and professionals in education. In the first part of the course, theoretical studies were conducted, while in the second part, actions were planned that were developed in a municipal public school in the city of Santa Maria/RS in Early Childhood Education classes. As a conclusion arising from the first unit, “The actions of those who organize,” it was possible to identify that the intention of those who organize a training process interferes with learning, through appropriations made or not by the subjects. In unit two, “The actions of those who study and learn” the importance of the study in the process of revisiting and requalifying practices was highlighted and that this study, when shared, helps to understand theory and practice. From unit three, “Actions aimed at the organization of teaching,” it was possible to recognize the role of sharing ideas for conscious planning, passing through the study/research/appropriation. Thus, it is argued that a training course in Early Childhood Education guided by the assumptions of the Historical-Cultural Theory is constituted as a teaching-learning process when the participating subjects understand the importance of their role as educators in the intentional organization of teaching, aimed at main activity of the child (the game), and the development of higher psychic functions, which implies being active. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-09-08 |
dc.date.accessioned.fl_str_mv |
2022-03-31T13:55:58Z |
dc.date.available.fl_str_mv |
2022-03-31T13:55:58Z |
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por |
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700800000006 |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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