Concepções e práticas de ensino na educação infantil: psicologia e educação

• Autor(a) principal: Vieira, Sabrina
• Data de Publicação: 2011
• Outros Autores: Barbosa, Eliza Maria [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.revistas.ufg.br/index.php/poiesis/article/view/17303; http://hdl.handle.net/11449/125172
• topic: Early childhood education; Educational practices; Psychology; Educação Infantil; Práticas educativas; Psicologia

The general objective of this work is to analyze the conceptions of teaching and learning of kindergarten teachers use in their teaching practices and resources they adopt to work the subjects with the children. As a starting point for the research we considered the assumption that the teaching activities of teachers were supported by some principles of the psychogenetic paradigm, the theoretical basis of the constructivist pedagogical movement. However, by means of the observations and analysis carried out, our hypothesis was not consolidated because the practices of teachers and their conceptions of learning differ from the constructivist perspective announced. What can be concluded is that these teachers understand their role and the role of the school, more specifically the processes of teaching, as something that actually promotes the intellectual development of children effectively.