O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil
Autor(a) principal: | |
---|---|
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/10899/24658 |
Resumo: | In this research it was about the sharpening of the perception of the child and the teacher of childhood education in relation to themselves, the other and the surroundings, as a source to redeem the sensitivity in the educational actions, glimpsing the arts and their languages as axis integrator of the curriculum of children's education, experienced through proposals that valued bodily movements, play and the body as a source of senses and knowledge, outlining paths that affected the meaningful learning of children. The actions developed were inspired by the study of the phenomenology of the perception of Maurice Merleau-Ponty - as regards the opening of the contact; And in the study of the theory of meaningful learning of David Ausubel - in its relational aspect, in order to theoretically base the textbooks of the Mackenzie Educational System and Mackenzie Educational, focuses on this research. A qualitative approach was chosen because it was a more appropriate guideline to understand the context in which the study was carried out: teachers and their pupils in children's education and the learning process in this group. For this purpose, data collection was carried out through joint use of observation, testimonials, photographic documentation, documentary analysis of evaluation reports and interviews, instruments for which subjects were observed and analyzed- In this research three teachers, two students, a pedagogical coordinator and an educational director. The results showed that there was the appropriation of knowledge that contributed to a new look at the concept of perception in the school space unveiling the perceiving oneself, the other and the surroundings in learning situations, denoting the presence of sensitivity in educational actions. The whole pathway, starting from the keen perception of the teachers and children, of the consideration to their previous knowledge, understanding, and reflection on the concepts learned, opened the doors to the occurrence of meaningful learning. With these results it is intended to contribute to a higher visibility of the importance of children's education, first stage of primary education in Brazil, ensuring the childhood in the school spaces with more lightness, enabling the children the development Integral to its potential through play, spontaneous expression, interactions, bodily movements, kinesthetic thought, arts, and languages. The child needs to be seen as a singular subject, requiring unique ways to learn and experience the school universe. These results have proven that well-prepared teachers, who invest in education with keen sensitivity and perception and on a consistent theoretical basis, achieve success in the learning of their students. |
id |
UPM_b9af3c0e43e219104d2d8994974a8cd8 |
---|---|
oai_identifier_str |
oai:dspace.mackenzie.br:10899/24658 |
network_acronym_str |
UPM |
network_name_str |
Biblioteca Digital de Teses e Dissertações do Mackenzie |
repository_id_str |
10277 |
spelling |
2019-02-05T16:51:53Z2020-05-28T18:09:57Z2020-05-28T18:09:57Z2018-11-07CARDOSO, Débora da Silva. O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil. 2018. 191 f. Tese (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.http://dspace.mackenzie.br/handle/10899/24658In this research it was about the sharpening of the perception of the child and the teacher of childhood education in relation to themselves, the other and the surroundings, as a source to redeem the sensitivity in the educational actions, glimpsing the arts and their languages as axis integrator of the curriculum of children's education, experienced through proposals that valued bodily movements, play and the body as a source of senses and knowledge, outlining paths that affected the meaningful learning of children. The actions developed were inspired by the study of the phenomenology of the perception of Maurice Merleau-Ponty - as regards the opening of the contact; And in the study of the theory of meaningful learning of David Ausubel - in its relational aspect, in order to theoretically base the textbooks of the Mackenzie Educational System and Mackenzie Educational, focuses on this research. A qualitative approach was chosen because it was a more appropriate guideline to understand the context in which the study was carried out: teachers and their pupils in children's education and the learning process in this group. For this purpose, data collection was carried out through joint use of observation, testimonials, photographic documentation, documentary analysis of evaluation reports and interviews, instruments for which subjects were observed and analyzed- In this research three teachers, two students, a pedagogical coordinator and an educational director. The results showed that there was the appropriation of knowledge that contributed to a new look at the concept of perception in the school space unveiling the perceiving oneself, the other and the surroundings in learning situations, denoting the presence of sensitivity in educational actions. The whole pathway, starting from the keen perception of the teachers and children, of the consideration to their previous knowledge, understanding, and reflection on the concepts learned, opened the doors to the occurrence of meaningful learning. With these results it is intended to contribute to a higher visibility of the importance of children's education, first stage of primary education in Brazil, ensuring the childhood in the school spaces with more lightness, enabling the children the development Integral to its potential through play, spontaneous expression, interactions, bodily movements, kinesthetic thought, arts, and languages. The child needs to be seen as a singular subject, requiring unique ways to learn and experience the school universe. These results have proven that well-prepared teachers, who invest in education with keen sensitivity and perception and on a consistent theoretical basis, achieve success in the learning of their students.Esta pesquisa discorreu sobre o aguçar da percepção da criança e do professor da Educação Infantil com relação a si mesmos, ao outro e ao entorno, como fonte para resgatar a sensibilidade nas ações educacionais, vislumbrando as artes e suas linguagens como eixo integrador do currículo da Educação Infantil, vivenciadas por meio de propostas que valorizaram os movimentos corporais, o brincar, o corpo como fonte de sentidos e conhecimentos, delineando caminhos que efetivaram a Aprendizagem Significativa das crianças. As ações desenvolvidas tiveram inspiração no estudo da Fenomenologia da Percepção de Maurice Merleau-Ponty - no que tange à abertura ao contacto; e no estudo da teoria da Aprendizagem Significativa de David Ausubel - em seu aspecto relacional, a fim de embasar teoricamente os livros didáticos do Sistema Mackenzie de Ensino e Mackenzie Educacional, focos desta pesquisa. Optou-se por uma abordagem qualitativa, por constituir uma diretriz mais apropriada para compreender o contexto em que a pesquisa foi realizada: professoras e seus alunos na Educação Infantil e o processo de aprendizagem neste grupo. Para tal, foi realizada a coleta de dados por meio de utilização conjunta de observação, depoimentos, documentação fotográfica, análise documental de relatórios de avaliação e entrevistas, instrumentos pelos quais os sujeitos foram observados e analisados - nesta pesquisa três professoras, dois alunos, uma coordenadora pedagógica e uma diretora educacional. Os resultados obtidos foram significativos, pois mostram que houve apropriação de conhecimentos que contribuíram para um novo olhar sobre o conceito da percepção no espaço escolar desvelando o perceber a si, ao outro e ao entorno nas situações de aprendizagem, denotando a presença de sensibilidade nas ações educacionais. Todo o percorrido, partindo da percepção aguçada das professoras e das crianças, da consideração aos seus conhecimentos prévios, da compreensão e reflexão sobre os conceitos aprendidos, abriu as portas para a ocorrência da Aprendizagem Significativa. Com esses resultados pretende-se contribuir para uma maior visibilidade da importância da Educação Infantil, primeira etapa da Educação Básica no Brasil, garantindo a infância nos espaços escolares com mais leveza, possibilitando às crianças o desenvolvimento integral de suas potencialidades por meio do brincar, da expressão espontânea, das interações, dos movimentos corporais, do pensamento cinestésico, das artes e suas linguagens. A criança carece de ser enxergada como sujeito singular, que requer formas singulares de aprender e vivenciar o universo escolar. Estes resultados comprovaram que professores bem preparados, que investem numa educação com sensibilidade e percepção aguçadas e com base teórica consistente, alcançam êxito nas aprendizagens de seus alunos.application/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/openAccesseducação infantilpercepçãosensibilidadeaprendizagem significativaartesCNPQ::CIENCIAS HUMANAS::EDUCACAOO modelo pedagógico cognitivo-interacionista: perspectivas na educação infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisRizolli, Marcoshttp://lattes.cnpq.br/4808339542698874Caldas, Roseli Fernandes Linshttp://lattes.cnpq.br/4762365735230087Bellicieri, Fernanda Nardyhttp://lattes.cnpq.br/3369227612290273Masini, Elcie Aparecida Fortes Salzanohttp://lattes.cnpq.br/7613176591861089Soares, Suely Aparecida Gallihttp://lattes.cnpq.br/1084851064977338http://lattes.cnpq.br/6439191287210999Cardoso, Débora da Silvahttp://tede.mackenzie.br/jspui/retrieve/17738/D%c3%a9bora%20da%20Silva%20Cardoso.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/3770/5/D%C3%A9bora%20da%20Silva%20Cardoso.pdfchildhood educationperceptionsensitivitymeaningful learningartreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/246582020-05-28 15:09:57.912Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil |
title |
O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil |
spellingShingle |
O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil Cardoso, Débora da Silva educação infantil percepção sensibilidade aprendizagem significativa artes CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil |
title_full |
O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil |
title_fullStr |
O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil |
title_full_unstemmed |
O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil |
title_sort |
O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil |
author |
Cardoso, Débora da Silva |
author_facet |
Cardoso, Débora da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rizolli, Marcos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4808339542698874 |
dc.contributor.referee1.fl_str_mv |
Caldas, Roseli Fernandes Lins |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4762365735230087 |
dc.contributor.referee2.fl_str_mv |
Bellicieri, Fernanda Nardy |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3369227612290273 |
dc.contributor.referee3.fl_str_mv |
Masini, Elcie Aparecida Fortes Salzano |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7613176591861089 |
dc.contributor.referee4.fl_str_mv |
Soares, Suely Aparecida Galli |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1084851064977338 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6439191287210999 |
dc.contributor.author.fl_str_mv |
Cardoso, Débora da Silva |
contributor_str_mv |
Rizolli, Marcos Caldas, Roseli Fernandes Lins Bellicieri, Fernanda Nardy Masini, Elcie Aparecida Fortes Salzano Soares, Suely Aparecida Galli |
dc.subject.por.fl_str_mv |
educação infantil percepção sensibilidade aprendizagem significativa artes |
topic |
educação infantil percepção sensibilidade aprendizagem significativa artes CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
In this research it was about the sharpening of the perception of the child and the teacher of childhood education in relation to themselves, the other and the surroundings, as a source to redeem the sensitivity in the educational actions, glimpsing the arts and their languages as axis integrator of the curriculum of children's education, experienced through proposals that valued bodily movements, play and the body as a source of senses and knowledge, outlining paths that affected the meaningful learning of children. The actions developed were inspired by the study of the phenomenology of the perception of Maurice Merleau-Ponty - as regards the opening of the contact; And in the study of the theory of meaningful learning of David Ausubel - in its relational aspect, in order to theoretically base the textbooks of the Mackenzie Educational System and Mackenzie Educational, focuses on this research. A qualitative approach was chosen because it was a more appropriate guideline to understand the context in which the study was carried out: teachers and their pupils in children's education and the learning process in this group. For this purpose, data collection was carried out through joint use of observation, testimonials, photographic documentation, documentary analysis of evaluation reports and interviews, instruments for which subjects were observed and analyzed- In this research three teachers, two students, a pedagogical coordinator and an educational director. The results showed that there was the appropriation of knowledge that contributed to a new look at the concept of perception in the school space unveiling the perceiving oneself, the other and the surroundings in learning situations, denoting the presence of sensitivity in educational actions. The whole pathway, starting from the keen perception of the teachers and children, of the consideration to their previous knowledge, understanding, and reflection on the concepts learned, opened the doors to the occurrence of meaningful learning. With these results it is intended to contribute to a higher visibility of the importance of children's education, first stage of primary education in Brazil, ensuring the childhood in the school spaces with more lightness, enabling the children the development Integral to its potential through play, spontaneous expression, interactions, bodily movements, kinesthetic thought, arts, and languages. The child needs to be seen as a singular subject, requiring unique ways to learn and experience the school universe. These results have proven that well-prepared teachers, who invest in education with keen sensitivity and perception and on a consistent theoretical basis, achieve success in the learning of their students. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-11-07 |
dc.date.accessioned.fl_str_mv |
2019-02-05T16:51:53Z 2020-05-28T18:09:57Z |
dc.date.available.fl_str_mv |
2020-05-28T18:09:57Z |
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 |
CARDOSO, Débora da Silva. O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil. 2018. 191 f. Tese (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/24658 |
identifier_str_mv |
CARDOSO, Débora da Silva. O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil. 2018. 191 f. Tese (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo. |
url |
http://dspace.mackenzie.br/handle/10899/24658 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
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 Presbiteriana Mackenzie |
dc.publisher.program.fl_str_mv |
Educação, Arte e História da Cultura |
dc.publisher.initials.fl_str_mv |
UPM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Filosofia e Teologia (CEFT) |
publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do Mackenzie instname:Universidade Presbiteriana Mackenzie (MACKENZIE) instacron:MACKENZIE |
instname_str |
Universidade Presbiteriana Mackenzie (MACKENZIE) |
instacron_str |
MACKENZIE |
institution |
MACKENZIE |
reponame_str |
Biblioteca Digital de Teses e Dissertações do Mackenzie |
collection |
Biblioteca Digital de Teses e Dissertações do Mackenzie |
repository.name.fl_str_mv |
|
repository.mail.fl_str_mv |
|
_version_ |
1757177248833601536 |