As múltiplas linguagens e o processo de formação do professor de educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/24649 |
Resumo: | The training of nursery school teachers has been a recurring theme in many studies in the last three decades, which shows concern about the quality of activities performed with the child in early childhood. In the Pedagogy courses that form future teachers, there is the concern with the formative strategies for the appropriation of the multiple languages, subject also studied on account of the proposals related to Pedagogy of Childhood. This research, linked to the teacher academic education line, aims to investigate and analyze how pedagogy course teachers of a private university from São Paulo, in their educational practices, work the multiple languages in the early childhood teacher academic education. As specific objectives, it aimed to analyze teachers pedagogical practice regarding the offering of multiple languages in the pedagogy course subjects and to investigate how students identify, in the studied subjects, the work with these languages. To carry out the research, we opted for the qualitative approach; ten pedagogy course teachers and thirteen sixth semester students were interviewed. The theoretical framework adopted is based on the themes of Child Conception, Early Childhood Education and, in the Psychology area, with Merleau-Ponty's (1964) phenomenology bias, with the following authors contributing as theoretical support on the children’s development, their language and culture: Vygotsky (1984), Friedmann (2013), Gobbi (2014), Junqueira Filho (2005) and Fochi (2015), and Masini (2012) with his perceptual contributions and Morin (2010) in his challenges on education thinking. The results showed that teachers use different strategies and showed how they do to offer the multiple languages in their subjects. However, these practices or strategies are much more focused on pre-school children than on nursery school children. |
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2018-08-27T19:24:47Z2020-05-28T18:09:56Z2020-05-28T18:09:56Z2018-06-11CARVALHO, Kézia Costa de Oliveira Rocha. As múltiplas linguagens e o processo de formação do professor de educação infantil. 2018. 141 f. Tese (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.http://dspace.mackenzie.br/handle/10899/24649The training of nursery school teachers has been a recurring theme in many studies in the last three decades, which shows concern about the quality of activities performed with the child in early childhood. In the Pedagogy courses that form future teachers, there is the concern with the formative strategies for the appropriation of the multiple languages, subject also studied on account of the proposals related to Pedagogy of Childhood. This research, linked to the teacher academic education line, aims to investigate and analyze how pedagogy course teachers of a private university from São Paulo, in their educational practices, work the multiple languages in the early childhood teacher academic education. As specific objectives, it aimed to analyze teachers pedagogical practice regarding the offering of multiple languages in the pedagogy course subjects and to investigate how students identify, in the studied subjects, the work with these languages. To carry out the research, we opted for the qualitative approach; ten pedagogy course teachers and thirteen sixth semester students were interviewed. The theoretical framework adopted is based on the themes of Child Conception, Early Childhood Education and, in the Psychology area, with Merleau-Ponty's (1964) phenomenology bias, with the following authors contributing as theoretical support on the children’s development, their language and culture: Vygotsky (1984), Friedmann (2013), Gobbi (2014), Junqueira Filho (2005) and Fochi (2015), and Masini (2012) with his perceptual contributions and Morin (2010) in his challenges on education thinking. The results showed that teachers use different strategies and showed how they do to offer the multiple languages in their subjects. However, these practices or strategies are much more focused on pre-school children than on nursery school children.A formação do professor de educação infantil é tema recorrente em muitos estudos nas últimas três décadas, o que demonstra preocupação com a qualidade das atividades realizadas com a criança da primeira infância. Nos cursos de pedagogia que formam futuros professores, instala-se a preocupação com as estratégias formativas para a apropriação das múltiplas linguagens, tema também estudado por conta das propostas relacionadas à Pedagogia da Infância. Esta pesquisa, vinculada à linha de formação do professor, tem como objetivo investigar e analisar como os professores do curso de pedagogia de uma universidade particular do município de São Paulo, em suas práticas educativas, trabalham as múltiplas linguagens na formação do professor de educação infantil. Como objetivos específicos, pretendeu analisar a prática pedagógica dos professores quanto ao oferecimento de múltiplas linguagens nas disciplinas do curso de pedagogia e investigar como as alunas identificam, nas disciplinas estudadas o trabalho com essas linguagens. Para realizar a pesquisa, optou-se pela abordagem qualitativa; foram entrevistadas dez professoras do curso de pedagogia e treze alunas do sexto semestre. O referencial teórico adotado está fundamentado nas temáticas de concepção de criança, educação infantil e da área da psicologia com o viés da fenomenologia de Merleau-Ponty (1964), tendo como contribuição os seguintes autores a reflexão a respeito do desenvolvimento das crianças, suas linguagens e culturas infantis: Vygotsky (1984), Friedmann (2013), Gobbi (2014), Junqueira Filho (2005) e Fochi (2015), além de Masini (2012) com suas contribuições perceptivas e Morin (2010) em seus desafios em relação ao pensamento na educação. Os resultados apresentaram que as professoras utilizam diversas estratégias e mostraram como elas fazem para ofertar as múltiplas linguagens em suas disciplinas. Percebe-se, porém, que essas práticas ou estratégias estão voltadas muito mais para as crianças da pré-escola, do que para as crianças da creche.Fundo Mackenzie de Pesquisaapplication/pdfporUniversidade Presbiteriana MackenzieEducação, Arte e História da CulturaUPMBrasilCentro de Educação, Filosofia e Teologia (CEFT)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessmúltiplas linguagenseducação infantilformação de professoresCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMAs múltiplas linguagens e o processo de formação do professor de educação infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisAndrade, Maria de Fátima Ramos dehttp://lattes.cnpq.br/2272192785424412Mizukami, Maria da Graça Nicoletti http://lattes.cnpq.br/2121396261196481Ambrogi, Ingrid Höttehttp://lattes.cnpq.br/6330995631263989Gobbi, Maria Aparecidahttp://lattes.cnpq.br/0924525603167284Garcia, Paulo Sérgiohttp://lattes.cnpq.br/2439948567884997http://lattes.cnpq.br/7181490183215637Carvalho, Kézia Costa de Oliveira Rochahttp://tede.mackenzie.br/jspui/retrieve/16902/K%c3%a9zia%20Costa%20de%20Oliveira%20Rocha%20Carvalho.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/3645/5/K%C3%A9zia%20Costa%20de%20Oliveira%20Rocha%20Carvalho.pdfmultiple languagesearly childhood educationteacher academic educationreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/246492020-05-28 15:09:56.432Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
As múltiplas linguagens e o processo de formação do professor de educação infantil |
title |
As múltiplas linguagens e o processo de formação do professor de educação infantil |
spellingShingle |
As múltiplas linguagens e o processo de formação do professor de educação infantil Carvalho, Kézia Costa de Oliveira Rocha múltiplas linguagens educação infantil formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
As múltiplas linguagens e o processo de formação do professor de educação infantil |
title_full |
As múltiplas linguagens e o processo de formação do professor de educação infantil |
title_fullStr |
As múltiplas linguagens e o processo de formação do professor de educação infantil |
title_full_unstemmed |
As múltiplas linguagens e o processo de formação do professor de educação infantil |
title_sort |
As múltiplas linguagens e o processo de formação do professor de educação infantil |
author |
Carvalho, Kézia Costa de Oliveira Rocha |
author_facet |
Carvalho, Kézia Costa de Oliveira Rocha |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Andrade, Maria de Fátima Ramos de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2272192785424412 |
dc.contributor.referee1.fl_str_mv |
Mizukami, Maria da Graça Nicoletti |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2121396261196481 |
dc.contributor.referee2.fl_str_mv |
Ambrogi, Ingrid Hötte |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6330995631263989 |
dc.contributor.referee3.fl_str_mv |
Gobbi, Maria Aparecida |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0924525603167284 |
dc.contributor.referee4.fl_str_mv |
Garcia, Paulo Sérgio |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2439948567884997 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7181490183215637 |
dc.contributor.author.fl_str_mv |
Carvalho, Kézia Costa de Oliveira Rocha |
contributor_str_mv |
Andrade, Maria de Fátima Ramos de Mizukami, Maria da Graça Nicoletti Ambrogi, Ingrid Hötte Gobbi, Maria Aparecida Garcia, Paulo Sérgio |
dc.subject.por.fl_str_mv |
múltiplas linguagens educação infantil formação de professores |
topic |
múltiplas linguagens educação infantil formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The training of nursery school teachers has been a recurring theme in many studies in the last three decades, which shows concern about the quality of activities performed with the child in early childhood. In the Pedagogy courses that form future teachers, there is the concern with the formative strategies for the appropriation of the multiple languages, subject also studied on account of the proposals related to Pedagogy of Childhood. This research, linked to the teacher academic education line, aims to investigate and analyze how pedagogy course teachers of a private university from São Paulo, in their educational practices, work the multiple languages in the early childhood teacher academic education. As specific objectives, it aimed to analyze teachers pedagogical practice regarding the offering of multiple languages in the pedagogy course subjects and to investigate how students identify, in the studied subjects, the work with these languages. To carry out the research, we opted for the qualitative approach; ten pedagogy course teachers and thirteen sixth semester students were interviewed. The theoretical framework adopted is based on the themes of Child Conception, Early Childhood Education and, in the Psychology area, with Merleau-Ponty's (1964) phenomenology bias, with the following authors contributing as theoretical support on the children’s development, their language and culture: Vygotsky (1984), Friedmann (2013), Gobbi (2014), Junqueira Filho (2005) and Fochi (2015), and Masini (2012) with his perceptual contributions and Morin (2010) in his challenges on education thinking. The results showed that teachers use different strategies and showed how they do to offer the multiple languages in their subjects. However, these practices or strategies are much more focused on pre-school children than on nursery school children. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-08-27T19:24:47Z 2020-05-28T18:09:56Z |
dc.date.issued.fl_str_mv |
2018-06-11 |
dc.date.available.fl_str_mv |
2020-05-28T18:09:56Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CARVALHO, Kézia Costa de Oliveira Rocha. As múltiplas linguagens e o processo de formação do professor de educação infantil. 2018. 141 f. Tese (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/24649 |
identifier_str_mv |
CARVALHO, Kézia Costa de Oliveira Rocha. As múltiplas linguagens e o processo de formação do professor de educação infantil. 2018. 141 f. Tese (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo. |
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http://dspace.mackenzie.br/handle/10899/24649 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Presbiteriana Mackenzie |
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Educação, Arte e História da Cultura |
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UPM |
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Brasil |
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Centro de Educação, Filosofia e Teologia (CEFT) |
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Universidade Presbiteriana Mackenzie |
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