Investigação sobre a construção das noções espaço-geométricas por alunos da educação infantil

This research aims to understand how students of Early Childhood Education (considering the range of 2-3 years) build the space - geometric notions from the interaction established with the school routine. The venue was a municipal school Miners Tietê, within the State of São Paulo. The interest in this research took place from two reasons: the first because of course taken “Mathematics in Early Childhood Education” and the second stemmed from my professional work in a school for early childhood education. This research is initially composed by bibliographic studies concerning the topic and was grounded in a qualitative interpretive approach, aiming to investigate the psychological process of building space - geometric notions in children. The procedures used in the initial research to collect data were interviews using the method of clinical type and Piagetian tests. Thus allows us to understand the construction of the geometric space by children in their topological, projective and Euclidean relations

O uso da chupeta: elaboração de material pedagógico para orientação dos profissionais das escolas de educação infantil

What is the relationship of a pacifier as for nutrition, speech, dental and psychotherapy? What are its benefits and harm? Which strategies should be developed as a teaching material which can guide employees and teachers of early childhood education regarding the use of pacifier in schools? The survey is a qualitative and an exploratory one. By taking literature as a starting point. We found out that there are many doubts regarding the use of pacifier, even among health professionals. The booklet was prepared containing topics such as: social and historical aspects; psycho-physiological aspects of development, speech therapy and dental aspects; pros and cons of using a pacifier; teaching materials on the pedagogical use of pacifiers. Tips and information to the teacher

As possíveis relações entre desenvolvimento moral e uso de crack por adolescentes

The dependency of psychoactive substances whether licit or illicit, among adolescents is a topic that has aroused much discussion today. One of the psychoactive substance that has caught the attention of authorities and experts, its potential dependence, increasing the number of addicts and speed with which triggers the human degeneration is the crack (a derivative of cocaine - Erythroxylon coca), used via the smoked administration. Understanding the phenomenon of increasing their use requires an analysis of the concepts of addiction throughout history, current research encompassing scientific findings in epidemiology and statistics involving several types of pharmacological substances, and especially the analysis of data related specifically to crack the focus of our theme. In order to contribute to ongoing discussions and offer possible alternatives for effective intervention, especially in schools, we conducted a survey that sought to find evidence of a possible relationship between crack use and moral reasoning. Since our work specifically theoretical nature, we use to reach our goals, assumptions, two researchers in the concept of human morality: Jean Piaget (1994) and Lawrence Kohlberg (1992) both traveling within the proposed cognitive-evolutionary human development. For an understanding of the proposals of these two researchers, we use research to (Lepre, 2005), as guiding thesis of this work. The results presented indicate that adolescents who use crack are very close to a level of moral reasoning pre-conventional and conventional, although it is important to state that more accurate results require further research on the subject, including those involving field research. Yet we can conclude that prevention must go through a dialogue that privileges the moral education as possible means of effective intervention against the use of crack, allowing the construction of autonomy... (Complete abstract click electronic access below)

O brinquedo na educação infantil: algumas reflexões do uso do brinquedo à luz da sociedade disciplinar foucaultiana

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estado nutricional de pré-escolares e consumo alimentar de suas famílias no Município de Ponta Grossa-Pr: a influência das condições socioeconômicas e das políticas públicas

Pós-graduação em Alimentos e Nutrição - FCFAR

Parcerias entre municípios paulistas e entidades privadas com fins lucrativos para a oferta de educação infantil: análise dos instrumentos jurídicos adotados

Pós-graduação em Educação - IBRC

Programa pós-creche e atendimento público municipal: um olhar para as condições da oferta de educação para a primeira infância

Pós-graduação em Educação - IBRC

Avaliação comparativa em educação e música entre crianças precoces com comportamento de superprodução e crianças com desenvolvimento típico

Pós-graduação em Educação - FFC

Possibilidades de atividades de comunicação emocional entre bebês: um estudo à luz da teoria histórico-cultural

Pós-graduação em Educação - FFC

Organização e funcionamento do atendimento educacional especializado na educação infantil: estudo de caso

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Efeitos do fundo de desenvolvimento da educação básica e valorização dos profissionais da educação - FUNDEB na educação infantil de Medianeira - Paraná

Pós-graduação em Educação - FFC

Concepções epistemológicas que fundamentam práticas educativas do professor de berçário: contribuições de uma leitura piagetiana

Pós-graduação em Educação - FCT

A educação moral construtivista e suas contradições: uma leitura critica

Pós-graduação em Educação Escolar - FCLAR

As diretrizes curriculares nacionais da educação infantil: em busca de um trabalho pedagógico com qualidade

Since when nurseries and pre-schools were established to serve educationally Brazilian children by Federal Constitution of 1988, advances were taken up claiming the improvement of early childhood education, such as raising the professional training, transfer of funds, construction of schools, as well as legal provisions have been drafted to guide and define the pedagogical practices of early childhood education. This paper intends to discuss the National Curriculum Guidelines for Early Childhood Education, which define how they should be organized teaching practice, and examine how the activities should be developed in early childhood education institutions, to objectify the holistic development of children in seeking quality care this stage of basic education.

Análise e reflexão sobre a educação especial inclusiva em Maringá/BR e em Guadalajara /ES

The purpose of this study is to know the route of Special Education in different contexts, the city of Maringa/Brazil and Guadalajara/Spain and analyze the bases underlying the organization, structure and operation of this mode of education having as starting point the process inclusive school. This investigation is based on the theoretical and methodological principles of the historical-cultural notion by Vygotsky. He argues that the existence of fundamental principles underlying the development of children with disabilities. If, on the one hand, the disability imposes limitations on the individual, hindering its development, on the other, just by causing difficulties, enables the movement to compensate, increasing the development of other capabilities. The deficit itself is less. Therefore, it is a field research carried out by means of observations, literature search and document analysis in early childhood education institutions visited in the cities mentioned above. The results showed that there are peculiarities of its path, organization and functioning of Special Education in each of the contexts analyzed. Referentemente the inclusive education movement, it is clear that Spain is a precursor of this process therefore has the right conditions in different ways to conduct the service children with special needs, and on the other hand, schools have the resources and specialized materials they need. While in Brazil the operationalization of these measures occurs more slowly. Thus, we can say that this process of inclusive education does not happen in a linear fashion within mainstream schools and so little action in the different forms of special education in two contexts analyzed.