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A inclusão de crianças com necessidades educacionais especiais na educação infantil: uma análise do currículo moldado pelas práticas pedagógicas de professoras da rede municipal de ensino de Belém
(Universidade Federal do Pará, 2006-09-26) AMARAL, Míriam Matos; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The research makes an analysis of moulded curriculum by pedagogical practices developed by teachers from Belém-Pará municipal net begining from education inclusion in the pre-school of kids with special education necessities (NEES) proposed in Cabana School pedagogical politic project. So, our issue-questions, to point aiming to investigate as if gave the education inclusion of kids with Special Education Necessities after the introdution of Cabana School Project; wich pedagogical practices were adopted by teachers that attended kids with NEES included in preschools of teach net of Belém municipal district begining of "People's Government" (1997-2004) and yet, wich curriculum was moulded begining of pedagogical practices of teachers after inclusion. We have as objectives of research, to analysis the education inclusion process in net, to identify the pedagogical practices adopted by teachers and analysis the curriculum that were moulded after the inclusion in the Infantile Education of kids with NEES. In the realization of study adopted a qualitative approach, making use of semi structured interviews and document analysis in process of data collect. The results of research reveal that the process of educational inclusion executed in the schools and unitys of Infantile Education of municipal net if gave with big structural difficulty, mainly in the introdution of adaptations in access in the curriculum of Infantile Education. For the teachers, the kids inclusion with NEES was a big challenge in your pedagogical practices. The access in the school knowledge for this kids if gave, so, with the moulded curriculum by practices of teachers thah experienced the education inclusion movement in Cabana School.
Acesso aberto (Open Access)
Constituir-se professora de ciências para crianças de 4 a 6 anos de idade: processos formativos do ensino e aprendizagem
(Universidade Federal do Pará, 2010-03-26) PEREIRA, Elisa de Nazaré Gomes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
In this research we assume the narrative as an epistemological support, because we understand that the narrative research helps us understand the processes of teacher education, knowledge and learning by which the subjects are replaced and thus constitute the process of identities. Our objective is to build relationships between the teacher education experiences lived and reported by the teachers investigated and their attitudes to teaching on the scientific literacy for children from 4 to 6 years of age. They were six subjects who participated in the research: two teachers acting in classes of 4 years; other two, with groups of 5 years, and two with classes for 6 years, which operate in 2 schools in the town of Castanhal (northeast of the State of Pará). In order to make the triangulation of the research, the corpus was composed from the following information collected: (i) transcription of semi-structured interviews with the six teachers; (ii) my field note observations of the pedagogical practices in science education which they have developed, and (iii) photographic records, which were analyzed from the perspective of textual analysis discourse. From a very careful analysis of the corpus, by means of readings and re-readings, of its deconstruction and unity, we built three axs of analysis: (i) the teachers’ education to teach Science: background knowledge; (ii) Conditions of Production of Teachers' Work: pedagogical implications; and (iii) Strategies for Teaching and Learning in Science Education. The analyzes of the results about the teachers’ experiences who were investigated during the process of early and lifelong education show that the professional preparation influences their conceptions and conducts educational when they teach science to children. As professional preparation we may consider the following aspects: the first contact to sciences in the context of Early Childhood Education and in the first year of elementary school throughout the course of teaching and/or graduate carried out and, the absence of a municipal plan or school of continuing education. In general, the teachers’ narratives also demonstrated that the implications of everyday teaching are related to some aspects as following: the little time they have for planning their pedagogical practices in science education, their lack of understanding of scientific concepts to be taught to children, the difficulties of access to sources of research and the large number of children per class. Still on the results of that study, from the reports of the teachers surveyed, and about what we have noticed in their pedagogical practices in science education, in general, the teaching strategies used by them are: circles of conversation; cutting and pasting; activities mimeografadas for textbooks; and use of concrete materials. When narrating their practices in science education, teachers demonstrated that, regardless of how each one teaches science to children, they believe they are contributing to their learning as children are been involved in the activities. Other possible contribution is based on the understanding that the teaching about science, which is propagated by the schools, is directly related to its reality.
Acesso aberto (Open Access)
Educação infantil e cultura lúdica: um olhar sobre a prática pedagógica das professoras da Escola de Aplicação da UFPA
(Universidade Federal do Pará, 2007-05-03) MOCHIUTTI, Solange; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
The purpose of this work is to investigate the pedagogical practice of the teachers of child education of the School of Application of the UFPA has as focus of practical inquiry. The research looks for understand how time and the space are constituted to what concerned the ludic activities of child education and inquires which are the possibilities of the pedagogical practice of the teachers can offer from the manifestation of ludic situations. Considering playing as a basis of research the as social phenomenon, incursions had been carried on in the field of Sociology, chiefly in Benjamin (2002) and Brougère (1995, 1998) who characterize playing essential activity in the cultural and social development process of the child and in the contribution from Social Historic Psychology, chiefly in the works of Vygotsky (1984), Leontiev (1978), Elkonin (1998) who understand playing as a activity/need of the human being, considering the ludic situation the main source of the development and the most important activity of the child. This work refers also to the works of Kishimoto (1990, 1993, 1994, 1997, 1998b, 2001), Friedmann (1990,1996), Oliveira (1992), Campos de Carvalho; Rubiano (1994), Wajskop (1995, 1996) and Faria (1999a, 1999b), which focus the analysis of issues relating to the time and the space in the child education from the perspective of the child and the valorization of the ludic culture in the pedagogical practice. This work is a qualitative research, have approached social historic as guide of investigation and utilized the direct observation, inventory-questionnaire and the pedagogical project of the child education as an instrument to collect data. Such sources did allow the identification the presence of ludic daily activities in the institution. There are moments in the routine reserved to the entretainment, besides spaces and proper material for this purpose. There is also an understanding towards the organization of available spaces which may enrich the imaginary aspects of the ludic, artistic and creative. However, such procedures are used in a second plan in the pedagogical practice, considering that priority is driven to school-work activities. The homogeneity and the uniformity comprehend a great part of the format and the dynamics of the works there, performed, establishing in time and space rigidly institutcionalized by the school model. Therefore we must to reconsider this severe teaching and learning model, so that we may put the small child and its especificities and singularities as the main goal of all activity. This implies in the understanding of the ludic culture as social and cultural expression of the child and, as such, cannot be placed at a secondary position in the child education, rather to be included as a privileged activity and an excellent educative factor.
Acesso aberto (Open Access)
Educação infantil e participação: um estudo das representações sociais de pais de uma escola pública municipal de Belém
(Universidade Federal do Pará, 2008-06-11) FERREIRA, Heloiza do Socorro Nóbrega; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This work deals with the Social Representations and Infantile Education. It analyzes the parents' social Representations about their Infantile Education and participation in the Education of the children who study at public schools in the Belém's municipal net. It was based on the theoreticalmethodological referential of the Social Representations with bases on Moscovici (1978, 2003), Lefevre (2005), Jodelet (2001) and theoricists who study the childhood, infantile education and participation, such as Ariès (1981), Kramer (1984, 2003), Kuhlmann (2004), Sarmento (2001), Paro (2000), Lima (2008). The study is a research of the descriptive type. It had as instrument of data collection, questionnaires, images and focal group, in which participated mothers, grandmother and father (totaling twelve subjects), who had their children in the infantile education of a school of the municipal public net in the year of 2007. The results of the study reveal that the parents possess information about the Infantile Education with emphasis in the learning process and socialization. They believe that the infantile education will subsidize the success for the whole education of the children and consequently a professional future. The parents' social representations about their participation in the children's education are materialized in attendances to school meetings, orientation towards the school guidances and the dialogue with the professionals. In such a process of representations of participation, conducts of sharing are anchored for some, and for other parents, of listening, silence, reservedly shared to question the work developed by the school, having in mind that parents cultivate faiths and idealizations due to the school education and the authority that they realize in the professionals who educate their children. The dialogue with the parents demonstrated that this relationship is not free of conflicts or dissatisfactions. In our final considerations, elements that can contribute to the promotion of the parents' participation in the Infantile Education are pointed out.
Acesso aberto (Open Access)
A educação infantil na rede municipal de ensino de Belém PA: um debate sobre as concepções pedagógicas e prática pedagógica
(Universidade Federal do Pará, 2018-08-31) MONTEIRO, Fernanda Yully dos Santos; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
In order to develop such a discussion, we use the dialectical historical materialist method, which seeks to analyze the object with rigor, starting from the appearance to the essence of the phenomenon. The method is part of our conception of the world, therefore, it demarcates our ethical-political orientation. From the literature review, some specific categories emerged, to discuss human formation, we subsidized our analyzes in Duarte (2010,2012, 2016), Saviani (2013). On socialist pedagogy, the authors were Marx and Engels (2005, 2008) and Saviani (2012). In establishing the nexus of research with children's education, we used Kuhlmann (1998,2000), Rosemberg (1984) to talk about history of children’s education Arce (2012;2013), Saviani (2013) to explain the issues of early childhood education and critical historical pedagogy. Our research aimed to analyze the Municipal Education Network of Belém through documentary analysis and semi - structured interviews with teachers of early childhood education. The whole study is based on the conception of historical-critical pedagogy, a theory that proposes a historicizing perspective of contents, that is, it is defined by the historical process, guided by the concept of work and that has a position and commitment to an antagonistic historical project , a conception of man and world. As results, we present the children's education in the Municipal Network of Education of Belém as a space that perpetuates hegemonic pedagogical conceptions, the analysis about the training of nursery school teachers ratified the hypotheses that the initial formation has not given the necessary support to understand the theories that and that there are no sound guidelines for teaching the first stage of basic education, and there are infrastructural problems and involving the career of teachers who do not allow concrete pedagogical practices to be implemented
Acesso aberto (Open Access)
Imagens da escola: significado de representações sociais e alunos de escolas públicas
(Universidade Estadual de Campinas, 1998-02-26) PIMENTEL, Maria Olinda Silva de Sousa; AROUCA, Lucila Schwantes; http://lattes.cnpq.br/6230989818722568
This paper intends to appreciate the discourse of the child and of the adolescent under the perspective of verifying the understanding they have of their real life condition, having thei everyday schol expeience as a point of reference. Its process is characterized as na effort for the understanding of meanings of children's and adolescents' social schemes in a public school in the municipality of Campinas through the decoding of drawings and texts connected to the content of interviews made with the participants in the research. The meanings of the schemes were outlined based on the relationship between the real experience (the real school) and the aimed one (the ideal school). The context of these schemes was established with the objective of discussing this population's citzenship status, a population which has been thrown to the rear end of the chain of power relationships in our society. The appreciation of the discourse of the child and the adolescent while political subjects has permitted the identification of the content of the social criticsm present in drawings, texts, and interviews.This paper's conclusion points to the fact that the analysed schemes gave relevant weight to the subjects' informal exchange of experiences in the school enviroment outside the classroom, establishing a discussion between this non-institutional space and the symbols representa tive of the institional power which showed the relativeness of the pedagogical importance of the institution.The social criticism present in this characterization of the school points to the necessity of the establishement of new relationships
Acesso aberto (Open Access)
A internalização de gênero feminino na criança a partir das canções cantadas na educação infantil
(Universidade Federal do Pará, 2010-10-28) PINHEIRO, Suly Rose Pereira; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The present study approaches the construction of the female gender at school. Through the internalization of the values mediated by the songs sung in the kindergarten, we aim to understand the construction of the female gender in the children. We aim, specifically, to verify the gender prejudice, stereotypes, and stigmas construction in the school subject – children subscribed in the kindergarten. The theoretical and methodological tools used linked the Marxist perspective of the cultural studies to the socio-historical-interactionists theories of the subject. We try to answer the following questions: How are the processes of gender inequality constituted at school? How the processes of internalization constitute in the children prejudice, stereotypes, an stigmas through the culture produced and reproduced at school? The results – based on the theoretical referential explored in the study, in semi-structured interview with the teachers of the kindergarten, in the analyses of the songs sung in the classrooms – indicate that, despite the subject overcome along its lives internalizations produced in the childhood through the cultural products that reproduce prejudice, stereotypes and stigmas, the school cannot deny itself the chance to make the auto-critic about the values that produces in the children when explores the ones that select to the formation of its curriculum. It´s necessary, although, to operate a process of regulation and social control of the contents mediated by the cultural products explored in the school curriculums of the daycare and kindergarten in the country and make real the critical spirit when planning activities.
Acesso aberto (Open Access)
Os mecanismos de produção das identidades de gênero na educação infantil: práticas, discursos e eventos
(Universidade Federal do Pará, 2018-12-20) DÁCIO, Ígora Irma Santos; RIBEIRO, Joyce Otânia Seixas
The object of this paper is the set of mechanisms that act in the production of gender identities, elected by the need to understand which the practices, speeches and events are used in the process of boys and girls‘ identities constitution in the early years of school. The theoretical contribution dialogues with authors of Gender Studies, among them: Scott (1995), Louro (1997, 2000, 2001) and Felipe (1995, 2007); authors that discuss Identity and Representation, such as: Silva (2000a), Hall (1997, 1999, 2016) and Woodward (2000); and authors who discuss the Childhood and the Child Education: Ariès (2014), Oliveira (2010) and Bujes (2001, 2010). In dialogue with the theoretical framework I used as a method the postmodern ethnography, which standard is the participant observation, the conversations, the writing and the translation of the information produced. The purposes were rewritten in order to include the new information produced giving other directions to the research; they are: Identify the gender meanings of the town and know how they are disseminated at the Maria Santos School; to notice how the absence of recess affects the constitution of children's identities, emphasizing their resistences; to explain the process of normalization the boys and girls‘ conducts through the practices and discourses, as well as the children‘s negotiations; to identify the effects of school events in the process of gender identities in the Child Education, emphasizing children's acceptances. As a result, I point out that gender identities are constituted by different school practices, as by events and / or school speeches. However, children are not passive in this process, in which they actively take part either in negotiating or resisting the impositions that aim to constitute them as boys and girls, future "real" men and women.
Acesso aberto (Open Access)
O currículo para a educação infantil: uma leitura da proposta orientada por temas geradores no Projeto Escola Cabana
(Universidade Federal do Pará, 2005-09-29) PENA, Maria Célia Sales; PIMENTEL, Maria Olinda Silva de Souza; http://lattes.cnpq.br/2595395565008637
The work that I present, deals with elaboration of a research that has as object the boarding of the infantile education in the Projeto Escola Cabana (PEC), developed in the period of 1997 until 2004 in Belém Pará, focusing in its main lens the configuration of the curriculum guided for subjects. To construct on the subject that I explore, I organize the ideas in the field of the critical theoris in education and curriculum, bringing reflections for the infantile education. To study the curriculum for the small child il places as a challenge, therefore the infantile education if became the first platform (not obligator), of the basic education, being currentey obligation of the state its offers to the population.In this situation it is important the discurssion of the curricular proposals that objectify to offer na integral and citizen education for children from o until 6 years. Understanding Escola Cabana wilt this profile I considered myself to make a research directed to the understanding of this proposal in its dimension of resume for infancy being assumed as methodological way to analysis in the documents that make references to specific references in the curriculum, by generating subjects in the infantile education. This way, I problemized, as if configured the curriculum for generating subjects of the PEC, for the infantile and educational and curriculum implication in the procers of formation of social the smale child while subject and of rights. The reading painted us that the configuration of the curriculum for the infantile education in the period of 1997 until 2004, was theoretical way, covered at 3 moments suggesting the following possibilities: at the first configuration of the curriculum for the infantile education in the PEC, was organized from axles of work, coming close itself of the school model, segmenting in areas of knowledges limiting and restrincting the toy as work axle to even do denied too much expressions of the child, being, therefore, still a proposal to exclude the infantile culture. At the second moment, the PEC abandons the organization of the curriculum for work axles and investes in the adhesion of the generating subjects, how ever with few specific references for the infantile education. At the third moment, the PEC invests in meaning of the of the infantile education, prenting the configuration of the curriculum guide for generating subject taking the child and its development as starting point for the curriculum. Therefore, my reading points that with these 3 moments, the PEC was constructed a curricular way for the infantile education, initially being unaware and excluding the children of the popular classes with the infancies and to knowledments, to later inviting them to participate of the infantile education as rights and culture of the child.
Acesso aberto (Open Access)
Políticas nacionais de educação infantil: mobral, educação pré-escolar e a Revista Criança
(Universidade Estadual de Campinas, 2006-08-04) CARVALHO, Ana Maria Orlandina Tancredi; FARIA, Ana Lúcia Goulart de; http://lattes.cnpq.br/4159105582085681
The subject of this thesis is the Brazilian periodical entitled "Revista Criança" specialized in early childhood education. The analysis deals with the volumes published from 1982 until 1985. The educational policy referred in plans, programs, projects, laws and official documents of the previous publication's period. It is also analyzed. The investigation has a general purpose to know in what way the Ministery of Education — MEC's ideology had based the magazine's articles under the military dictatorship. The research questions the fact that the magazine was published by Mobral — Movimento Brasileiro de Alfabetização (Literacy Brazilian Movement). Based on the interviews' data, it was possible to infer the priority given to Childhood Education by the official decision that creates the National Program of Pre-School Education, in 1981 and assisgn to Mobral the responsibility in attendance of poor 4 to 6 year old children The research shows that, as "Revista Criança" has being published in 1982, it was the first periodical in this country that had a national divulgation in the specialized field of Pre-School Education. Its publications occurs in an historical context, of conflicts, contradictions, violente and suppression of democratics rights. At the same time, this magazine showed ambiguity on the concepts of children and childhood conception adopted, while moreover in its articles there are prejudices against the lower class children and their teachers. It also reveals a educational policy point of view based on: voluntary action, popular initiative, lower investment of public resources also low "trainee" salary, and use of spaces and materiais useless, in order to develop educational activities with young children. This doctoral study aims to contribute to the early Childhood Pedagogy as well as the training teacher's in this area.
Acesso aberto (Open Access)
Professoras da educação infantil de Belém do Pará: histórias de leitoras
(Universidade Federal do Pará, 2009-03-25) GOMES, Elaine Ribeiro; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
The present work is tied with the research line resume and formation of professors and intended to investigate the practical ones of reading of the teachers of the infantile education of the Municipal Public of the City of Belém. The argument on the reading was based, mainly, in: Kleiman, Silva, Lerner, Barbosa, Zilberman, Freire and Lajolo that understand the reading as an activity of construction of directions, in a dynamic relation between text and reader, one practical partner-interaction, partner-cultural or partner-historical. In the scope of the practical ones of reading, it served of reference Roger Chartier that approaches the practical ones of reading as a process of construction, developed for authentic readers in concrete situations, through processes diversified in relation to the act to read. This is a amount-qualitative research, of descriptive and interpretative matrix, that it used as instruments for the production of the data the questionnaire and the narratives of the teachers. The narratives had been chosen as way inquiry theoretician-method, on the basis of authors as Walter Benjamin, Larrosa, Thompson, Bossi, Delgado, among others. The social environment of this inquiry had been four Units of Infantile Education of the City of Belém, that take care of to children of 6 months the 5 years of age in full time and part-time. It counted on the participation of twenty and seven teachers, in the first phase and with nineteen teachers, in the second phase. The analysis was structuralized in accordance with the context of the practical ones of reading, the familiar one, the pertaining to school, the professional and the current context. The main results point that: 59% of the teachers had its first contact with the reading in house; 44% made responsible the parents for this insertion; 37% affirmed that its experience of reading in the school was good; 14% confirmed that the didactic book is the read and used support more; 16% of the teachers reads with the intention to prepare lessons; 74% of the teachers had affirmed that they like to read; 40% carried through this practical frequent; 40% of the teachers if had called as good readers; 44.4% dedicated less than two hours per day to the reading and 81.5% carried through this practical in house. Therefore, the teachers keep a relation with the reading differentiated and singular, being used to take care of its personal and professional necessities. The practical ones of reading of the teachers if constitute in different situations, in diverse contexts and ways to read.
Acesso aberto (Open Access)
Representações de meio ambiente por crianças da educação infantil
(Universidade Federal do Pará, 2009-06-17) FREITAS, Maria do Socorro Sousa de; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
This study had as a goal to investigate the representations of children in the child education (EI) about the environment together with the environmental education, as a way to understand the relations that the child has about him/herself in the environment having as a main goal the ideas and images that they make about the environment. The research shows a qualitative approach with emphasis on the methodology of social representative theory of Serge Moscovici (1978); Jodelet et al, 2001) associated with the work of environmental perception, based on Del-Rio (1996); Tuan (1980, 1983) To the intervention process, it was used perception strategie, done in a exploratory ride and interpretative of the space in the classroom, and the “Jogo das Evocações”, whose illustrations were inspired in ambient typologies according to Sauvé et al. (2000) and Sato (2004) called as the inductive word environment. All activities were based by the oral expressions and pictorial of the children, and the data were analyzed by a graphical content and speeches contained in the social constructions of environment, in a child interpretation. The subjects of this research were 20 children of six years old, students of infant education of a public school in the Montese district in the city of Belém (PA). In this analysis of data, it became evident the geographical value in the ambient relationships, specially the ones of the scholar and familiar association of the children, expressed by the affectivity, fundamental element in the formation of personal identity and of the inter relations with the environment. According to the callings, the results showed that the children conceived the environment as a first calling problem, as biosphere as a second one and at last the nature. In the representational structure ass the environment as a problem it showed to b the Central Nucleus of social representations, that confirmed by the drawings and child talks, indicate the power of the spread of the media around its conceptions, these based in the necessity of preserving the environment, to guarantee the life of the planet.