A dimens��o 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

Contribui����es da epistemologia gen��tica para a constru����o 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.

Movimento jogo e brincadeira na educação infantil: as expectativas das fam��lias

Childhood is a theme that has attracted many controversies and discussions, and winning approaches to the increasingly large over time: biological, psychological, educational, welfare and, more recently, sociological. It is known that the movement, play and game activities are important recurrent and integral development of children, and should be present prominently in early childhood institutions. Based on these assumptions is that this study aimed to analyze the didactic-pedagogical principles postulated by the law, official guidelines didactic teaching and literature, with regard to meeting the needs of children in early childhood education. Unveiling the expectations of the families responsible for children in relation to early childhood education, especially with regard to movement, and play games and compare to what extent these expectations turn away or close to the guidelines on teaching and pedagogical movement, games and postulated in official documents, legislation and literature. To this end, we carried out literature search, selection and analysis of texts relevant to the understanding of the theme. Fieldwork was conducted in a Municipal School of Early Childhood Education Full-time (Emei) of Bauru/SP, and involved the analysis of the Political-Pedagogical Project of the institution, semi-structured interviews with five teachers and five children in the family responsible for Garden II (ages 5 to 6 years). Data were analyzed using thematic content analysis of Bardin and triangulated by the confrontation of literature/legislation, the Pedagogical Political Project of the institution and the expectations of families/guardians. We also realize that the Pedagogical Political Project of EMEI is in routine activities with the children, movement, and play the game are covered and are worked. According to teachers interviewed they assist in learning other areas of work (Oral and Written Language, Nature and Society, etc.) learning of moral...

Os indicadores da qualidade na educação infantil e sua aplicabilidade

Este estudo teve como objetivo experi��nciar a aplicabilidade dos Indicadores da Qualidade na Educação Infantil, documento elaborado pelo Minist��rio da Educação e Cultura (MEC) em 2009, por meio da Secretaria de Educação B��sica e em parceria com a a����o Educativa, a Funda����o ORSA, a Uni��o Nacional dos Dirigentes Municipais de Educação (UNDIME) e o Fundo das Na����es Unidas para a Inf��ncia (UNICEF). Observamos a possibilidade de utiliza����o na avalia����o de uma escola de educação infantil e sua contribui����o para a efetiva melhoria da qualidade do ensino da institui����o. Utilizamos na realiza����o da pesquisa, uma abordagem qualitativa de pesquisa, utilizando como instrumentos de coleta de dados, os question��rios e levantamento bibliogr��fico, em uma escola p��blica de Educação Infantil do munic��pio de Rio Claro/SP, onde aplicamos os indicadores da qualidade. Posteriormente os dados coletados foram analisados para an��lise e elucida����o das possibilidades e desafios da aplica����o dos Indicadores da Qualidade na Educação Infantile tamb��m sua potencialidade como instrumento de avalia����o da qualidade da escola

Leitura curricular da formação de professores de Geografia: Brasil, Espanha e Portugal

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Vozes masculinas no cotidiano escolar: desvelando rela����es de g��nero na Educação Infantil sob a perspectiva fenomenol��gica de Alfred Schutz

P��s-gradua����o em Educação Sexual - FCLAR

O desenvolvimento da mem��ria na educação infantil: contribui����es da Psicologia hist��rico-cultural para o ensino de crian��as de 4 e 5 anos

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Sa��de bucal e educação infantil: avalia����o do desgaste e do acondicionamento de escovas dent��rias utilizadas por pr��-escolares

Introduction: Early childhood is an essential phase of life for the future of oral health. The link between educational and health sectors can facilitate incorporating educational and preventive oral health practices in daily teaching in pre-schools. The main measure is manual tooth-brushing, which is the most accessible method for most of the population. Objective: The objective of this study is to evaluate macroscopically the wear on the bristles, form of storage, and identification of tooth brushes. Material and method: 345 toothbrushes used by children between the ages of 2 and 5 were evaluated in 4 pre-schools, by 2 participants from the oral health program. The Rawls��et��al. index was used to evaluate the bristles. Result: There were statistically significant differences (p��=��0.020��-��Mann-Whitney U test) between the frequency of toothbrushes, with the highest being (n��=��205) stored at participating school; and, between adequate and inadequate brushes (p��<��0.05��-��X2 test) with 31.7 and 60%, respectively, classified as unfit for tooth-brushing. Of the toothbrush holders evaluated 100% were used collectively. Regarding identification, 18% of the toothbrushes were not identified in participating schools, and 37% in the others. Conclusion: The toothbrushes exhibited marked wear, and storage was inadequate; however, the��schools participating in the��oral health program��showed toothbrushes��with bristles��less��worn. It is suggested that training of educators regarding correct storage and evaluation of toothbrushes for wear of the bristles should be undertaken in all early childhood schools.

Preval��ncia de c��rie dent��ria em pr��-escolares de escolas de educação infantil de Ara��atuba, S��o Paulo

Epidemiological data on the conditions of oral health are essential for professionals in the health care plan, execute and evaluate dental programs. In Brazil, most oral health programs directs its resources to middle schools, leaving the preschool children in a secondary plan. The objective of this study was to identify the prevalence of dental caries in preschool children from 4-6 years of age from schools of child education (EMEIs) of the city of Ara��atuba-SP. The study was conducted on a sample of 275 children of both genders, representative of the population of preschool children in the city of Ara��atuba-SP. In order to assess the prevalence and severity of dental caries indices we used the dmft and DMFT indexes, according to the codes and standards recommended by the World Health Organization (WHO).The average dmft of 1.88 was found, comprising 78% of decayed teeth, 21% of restaured teeth and 1% with indicated extraction teeth. Regarding the permanent dentition, the average DMFT was 0.08, consisting of 71% of decayed teeth, 29% restored and 0% of missing teeth. Based on results found, there was a high caries prevalence in deciduous and permanent teeth, demonstrating the need for more dental care to the group studied.

Reinventando o ambiente: educação ambiental na educação infantil

This study was performed in two kindergarten classes of the public network education (Botucatu, S��o Paulo, Brazil). The major aim of the present work was to realize an environmental mapping with the children, inspired on the research-action-participative methodology, which is guided by the evolved group organization about the search of the problems solutions lived by the group. For that, from the mapping, environmental problems more significant were selected, identified at the school and in the surroundings to realize cooperative actions in this environment as a means to deepen our comprehension about then and also problematize their solutions.

Trajet��rias Formativas Docentes: buscando aproxima����es na bibliografia sobre formação de professores

This paper is a theoretical review where we present teachers��� formative trajectories, according to concepts and significations from teachers' education literature, bibliography references to the UNESP Science Education Research Group. We summarize, in an overview table, different typologies associated to teachers' formative and professional development, trying to establish relationships among them. This study is aimed at to rethink these trajectories, in order to provide subsidies for future investigation in this research line.

A formação de professores e o uso pedag��gico da Web 2.0: a vis��o de estudantes de licenciatura

The aim of this paper is to discuss the importance of training teachers to use Web 2.0 in the classroom. Its intention was to fi nd out whether students are familiar with the main Web 2.0 resources and know how to exploit their potential in the development of teaching activities. In addition to the literature review, we developed a fi eld exploratory-descriptive research. The research was held in a private university located in the city of Bauru (S��o Paulo State, Brazil). We selected 213 students enrolled in ���Supervised Training III��� course, which is part of the teacher training curriculum available for students in the second year of undergraduate course. Results concluded that the students surveyed have access to computers and the Internet, are relatively skilled in handling the available tools and recognize the importance of including them in the teaching and learning process. The students demonstrate diffi culty using the web in a didactic manner, particularly the Web 2.0, which involves a focus on users and collaboration. Therefore, the article points to the need to rethink teacher training courses in order to include practical activities aimed at the use of technology as a teaching resource.