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

Dilema moral na Educação Infantil: generosidade ou justiça?

The aim of this study is to investigate the judgments about the virtue of generosity or justice by teachers in early childhood education and compare their judgments with the children’s judgments about generosity or justice. We interviewed 26 teachers and 90 children aged 4, 5 and 6 years at this level of education. The instrument used was a moral dilemma in which the protagonist of the story would have to choose between giving a prize to the child who drew the most beautiful picture (justice) or to the child who was sad (generosity). The results indicate that justice is the virtue most valued by teachers and that it is already valued by children and may be a need for them. And generosity is valued more by children than by teachers.

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

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.

Educação inclusiva na educação infantil

This paper aims to trigger a reflection on inclusive education in early childhood education, considering education as an inclusive educational model endorsed by public policies, but still far from school reality. The reflection aims to think about necessary changes since early childhood education,because this is the first stage of basic education and it is a critical period in development and learning process of children with disabilities. The construction of the inclusive school since early childhood education involves thinking about its space, time, professional, educational resources etc..,turning to the possible access, retention and development to students with disabilities, students that, because of their particular characteristics, have a special educational necessity. The text discusses, among other things, the necessity to rethink pedagogical practice as a key of school inclusion in early childhood education. The inclusive pedagogical practice should be constituted by the junction of the acquired knowledge by the teacher throughout his career and by the availability to seek new ways to do it considering students diversity and their individual characteristics.

Forma e conteúdo do ensino na educação infantil: o papel do jogo protagonizado e as contribuições da literatura infantil

This paper approaches the relation between school education and psychic development in the light of cultural-historical theory and critical-historical pedagogy, discussing the triad form-content-receiver of teaching in the context of early childhood education. Considering the goal of developing the bases of theoretical thinking in children, the paper analyses role-play as leading activity in preschool and explores the contributions of child literature, highlighting the importance of providing access to artistic works which depict reality in an imaginative form as multisided and in permanent movement.

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

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.

O emprego da literatura na educação infantil: a investigação e intervenção com professores de pré-escola

INTRODUCTION: The children's schools are expanded spaces of education and care for infants. The educator's role as mediator in learning is crucial to child development, and the use of children's books can act as an important methodological and pedagogical resource in this process. METHODS: This paper describes a psychoeducational intervention performed with the educators of a public pre-school with the following objectives: (a) register the collection of children's books of the school, (b) investigate the acquisition and use of children's books by the teachers and (c) offer an intervention to teachers regarding the educational use of children's books. The participants were seven educators who worked with children from 2 to 6 years old. RESULTS: The results indicate that among the 315 books in the school, the majority was about animal stories (75 books), fantasy and mystery (38), fairy tales and fables (34), formal learning (33), learning rules (33) and about nature and environment (22). The educators reported that the choice of books was made mainly considering the age group to which the books were directed, and also from the themes found in texts and/ or illustrations. Although the teachers believe that the books can encourage reading among children, they don't describe their use in planned activities and they report lack of knowledge about their use. CONCLUSION: The proposed intervention to the teachers allowed them to rethink the use of books in pre-school, instructing them to the utilization of the books aiming to stimulate the imagination and creativity, improving the critical and reflexive capability of the children.

A educação infantil sob a perspectiva da pedagogia Waldorf

The Waldorf pedagogy, based on anthroposophy, was designed by Rudolf Steiner in Germany. The first school was founded in 1919. The main objective of this proposal is human development. From the literature survey, this paper presents concepts and principles of Waldorf education, as well as its history, motivations and characteristics, aiming to increase the understanding of this Pedagogy and describing its foundations. The literature search was performed using books and data. While result of bases, from the study of the theo retical concepts, it was possible to describe the fundamentals, present concepts and principles, in addition to expanding the understanding of the Waldorf pedagogy. Starting from the Waldorf context, were also exposed the principle sofearly childhood education

A dimensão moral do cuidar na educação infantil

Present research investigated how morality has been developed from kinder garten through care relationships established between the nursery assistants, caregivers calls, and children aged 0-2 years old in order to identify if there the action of caring expressions of generosity, considered one of the virtues that are the genesis of human morality, as well as to analyze the conceptions of these nursery assistants about care as a possibility for the moral development of children. The research was based on theoretical studies of Jean Piaget (1932), a pioneer in psychological research on the development of moral judgment in children, and others who own research in the field of moral psychology related to the educational context as well as the care relationship with morality in order to support the research. The results show that the understanding of care in early child hood education is still superficial and based on concepts related to welfare, including caring in a limited way, just as an action aimed at the physical integrity of children. Unable to note concerns and moral development of children, taking care as a support. We hope this research instigate reflections on the importance of care in day care and their contributions to the moral awakening the children they serve

Contribuições da epistemologia genética para a construção do conhecimento na educação infantil

The kindergarten has as main objective the development of the child from zero to five years in their physical, emotional, cognitive and social domains. This is also the goal of the Centers for Children Living from the Universidade Estadual Paulista (UNESP) that caters to children of teachers, technical and administrative staff and students. In this work we report some of the action of the Technical Commission of the CCIs with reflections on the construction of children's knowledge through observations of the CCIs in different campuses of Unesp, conducted through technical visits. As a theoretical contribution we adopt the Genetic Epistemology of Jean Piaget. Partial results show that, although there are efforts to understand and assist the process of constructing knowledge of children, many challenges remain to be overcome in the realization of an excellent service to children.