Educa����o infantil, distor����es e crescimento econ��mico

O objetivo deste trabalho �� entender, pela ��tica da educa����o, a diverg��ncia da renda per capita e a converg��ncia dos anos de escolaridade entre os pa��ses da ��frica Subsaariana e os pa��ses europeus entre 1960 e 2010. Para tanto, o presente trabalho utiliza um ferramental de equil��brio geral, no qual existem dois setores na economia e consumidores homog��neos que escolhem consumo, educa����o formal e educa����o infantil. De acordo com os resultados do trabalho, apesar da educa����o infantil para os pa��ses subsaarianos ter evolu��do entre 1960 e 2010 os pa��ses subsaarianos em 2010 n��o alcan��aram a educa����o infantil que os europeus tinham em 1960. Al��m disso, a produtividade total dos fatores e a expectativa de vida foram fatores importantes para compreender esse aumento da dist��ncia da renda per capita entre os pa��ses subsaarianos e os europeus. Por fim, o principal resultado em termos de pol��tica educacional �� que pol��ticas de incentivo �� educa����o infantil s��o mais eficazes em impactar a renda per capita do que pol��ticas de incentivo �� educa����o formal.

An��lise do custo-aluno das creches municipais diretas do munic��pio de Santo Andr��

O presente estudo tem como foco o levantamento e an��lise do custo-aluno das creches, primeira etapa da Educa����o Infantil, que compreende as crian��as de 0 a 3 anos de idade. Ele responde �� situa����o problema apresentada pela Secretaria de Educa����o do Munic��pio de Santo Andr�� (SP), caracterizada pela necessidade do aprimoramento da gest��o dos recursos financeiros em um cen��rio de dificuldades or��ament��rias e aumento de demanda. Foram selecionadas 12 unidades municipais da rede direta, com atendimento exclusivo a crian��as nesta faixa et��ria. A metodologia utilizada teve como base a utiliza����o do Sistema de Informa����es do Or��amento P��blico municipal, a partir do qual foram realizadas as consultas e defini����es dos componentes do custo do objeto em estudo, sendo que a metodologia de acumula����o de custos utilizada foi o custeio por absor����o. Adicionalmente, os autores analisaram os processos administrativos relacionados aos itens de custeio e realizaram entrevistas com os diversos atores envolvidos nos processos de gest��o daquela e de outras secretarias, bem como acad��micos dedicados ao estudo de custos no setor p��blico, cujas experi��ncias relatadas subsidiaram a pesquisa e as avalia����es realizadas. O estudo apontou um custo-aluno m��dio de R$ 11.970,72 sendo que, para melhor an��lise dos resultados, as unidades escolares foram agrupadas em tr��s categorias de acordo com o n��mero de alunos: i) pequeno porte: com at�� 149 alunos (tr��s unidades); ii) m��dio porte: entre 150 e 190 alunos (cinco unidades); e, iii) grande porte: com mais de 190 alunos (quatro unidades). A partir dessa divis��o foi poss��vel concluir que as creches de grande porte apresentaram vantagem comparativa em rela����o ��s demais, com custo-aluno m��dio de R$ 11.684,03, seguidas das creches de m��dio porte, R$ 11.751,46 e pelas unidades de pequeno porte, que apresentaram o custo-aluno de R$ 13.235,88, ou seja, 13,23% acima das escolas de grande porte. Esses resultados indicam a exist��ncia de ganhos de escalas de acordo com o porte da creche e pode subsidiar a tomada de decis��o dos gestores para futuros projetos de expans��o da rede p��blica de creches.

A forma����o / a����o multiplicadora da pr��tica infantil: um estudo das pr��ticas formativas do PIDEPE RN.

This study examined the training of teachers in service developed by the Integrated Program for the Development of Early Childhood Education in Rio Grande do Norte - PIDEPE / RN - UFRN, whose central focus of action is the action of the multiplying practice within Natal. The methodology used is a reflection on the training strategies of the practice of early childhood education in order to build a knowledge that can be generalized to other formative experiences of teachers. The instruments used for data collection were the desk research and literature from the perspective of qualitative research. The study focused on the instrument were related to the structure and organization of the stage and the process of action multiplying of the infantile practice. We concluded that the process of training needs to be carefully reviewed. It is necessary to rethink the definition of objectives, criteria and tools for continuous evaluation that they wish to maintain and / or setting up on stage. Look not only for the formative role of education but also indicators of professionalization of teaching.

Habitus, representa����es sociais e a constru����o do ser professora da educa����o infantil da cidade de Campina Grande - PB

We present here the results of a study whose objectives were to identify the social representation of being a professor of early childhood education in Campina Grande - PB, in the public state and municipal levels, and detect structural diagrams of a possible mental habitus of professorial faculty of education child, which would form the basis for the construction of this representation. As a theoretical base, we adopted the model developed by Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), which articulates the Theory of Social Representations, Serge Moscovici, and the foundations and concepts of Pierre Bourdieu praxiology. It is based also on the Central Nucleus Theory, which focuses on the structural approach of social representations. Thus, puts in evidence the relational dynamics and symbolic, through which individuals come into contact, describe, understand and reproduce the outside world in his image and likeness. 199 teachers participated in the study of child care and pre-schools of Campina Grande - PB and 109 of the state. The methods and techniques used were: a) participant observation of everyday life of teachers of kindergartens and preschools, b) semi-structured interview, c) free associations of words with inducing the expression 'being a professor of early childhood education is ...' and d) semi-structured questionnaire. The data were analyzed in the case of interviews through the categorical content analysis, as proposed by Bauer (2010); free-associations, using the software Ensemble L'Analyse des Programmes Permettant evocations (EVOC), developed by Verg��s (2002), which combines frequency and average order of recall (or association) and the questionnaire data, the Statistical Package for the Social Sciences (SPSS). It was verified the existence of a unique social representation shared by the population studied, but its content is structured differently. For local teachers, the centrality of the content is given by the elements commitment, dedication, responsibility, and rewarding teachers for this state revolves around the elements of love, patience, and rewarding responsibility. However, it is constructed mainly based on the related produced by a religious habitus and maternal habitus, which are part of the genesis of the establishment of professorial habitus in focus, among other cultural references of secondary influence. We conclude that a teacher of early childhood education actually researched, is materialized in the practices of educating and caring, in a clear fusion of the role of teacher and mother

Um estudo sobre o est��gio supervisionado na forma����o inicial de professores de matem��tica na Bahia

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

Formando-se professor(a) da educa����o infantil: a escola com contexto

This work is the result of a set of experiences and reflections on teaching in kindergarten and, in particular, the issues raised by first experiences as a teacher and how these issues were being gradually answered from the experience in a school . Guided by these experiences and studies of Oliveira-Formosinho (2002) on the training of kindergarten teachers in the school context, among others as: Barreto, Kuhlmann Jr. (1998), Vasconcelos et. al. (2000); N��voa (1992, 1995), Moita (1995), Freire (1996), Tardif (2002, 2009) Kramer (2005) and Hargreaves, Fullan (2000), built as study questions: what situations become in the context of professional training at an institution of early childhood education? Which subjects who took part? How involved? From this perspective the goal of our work is a: to investigate, from the perspective of teachers a public kindergarten, situations of professional interaction that become the context of teacher education. The research took the principles of qualitative approach and an intrinsic case study (STAKE, 1998), whose locus was a Municipal Center for Early Childhood Education, so defined by their peculiarities for training faculty in the context of practice. We built the data with a group of nine teachers CMEI this by conducting a questionnaire, interviews and document analysis. Data analysis, guided by the principles of content analysis, allowed to note that beyond the initial training and personnel, the school context contributes to its fundamental training for teachers of kindergarten, whereas their specificities. We conclude by confirming that systematic and unsystematic in situations developed in the school routine, interaction with peers and other members of the school, the teachers take ownership of specific knowledge specific to teaching in kindergarten

Necessidades de forma����o de professoras principiantes da educa����o infantil/pr��-escola

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

Que dan��a �� essa?: uma proposta para a educa����o infantil

P��s-gradua����o em Artes - IA

O atendimento p��blico e privado concenssion��rio na educa����o infantil: um olhar sobre as condi����es de oferta

P��s-gradua����o em Educa����o - IBRC

Viabilidade da implementa����o de computadores na primeira etapa da educa����o b��sica em uma rede p��blica municipal do interior de S��o Paulo

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

As parcerias entre o p��blico e o privado na oferta da educa����o infantil em munic��pios m��dios paulistas

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

O processo de inclus��o de uma crian��a com s��ndrome de down na educa����o infantil

P��s-gradua����o em Educa����o Escolar - FCLAR

As concep����es de fam��lia presentes nos planos diretores das institui����es de Educa����o Infantil: avan��os, contradi����es e possibilidades

P��s-gradua����o em Educa����o - FCT

Rotinas e media����es na pr��-escola

P��s-gradua����o em Educa����o - FCT

Forma����o identit��ria de docentes da Educa����o Infantil

P��s-gradua����o em Educa����o - FCT