A documentação pedagógica como processo de investigação e reflexão na educação infantil

Pós-graduação em Educação - FFC

Educação infantil, direito à educação e gestão escolar: um retrato a partir das publicações oficiais e acadêmicas

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Necessidades de formação de professoras principiantes da educação infantil/pré-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

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.

Reflexões sobre a gestão das organizações educacionais particulares educação infantil e ensino fundamental

The paper's main goal is to promote a deeper reflection on the use of the most important tools concerning business management, by respecting certain changes, in order to fit private elementary schools - both kindergarten and primary schools. It focuses on the main functions and support functions related to business administration, marketing elements concerning both related services and the department structures, in order to sketch the elementary school's reference matrixes. The study was carried out in Curitiba-Pr, between June and October/2001, gathering data from five different elementary school's management strategies and models, chosen according to their importance in the marketplace and structure. After this database had been created, the analogous study on the case report - São Judas Tadeu de Curitiba School - proceeded, focusing on its main management elements.

Formando-se professor(a) da educação 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); Nóvoa (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

Concepções e práticas de educadores acerca de disciplina e limites na educação infantil: um estudo de caso

Pós-graduação em Psicologia - FCLAS

Organização e gestão democrática na escola de educação infantil: análise dos limites e perspectivas nas realidades brasileiras e italianas

Pós-graduação em Educação - FFC

A educação infantil foi para a escola, e agora?: ensaio de uma teoria para a gestão institucional da educação infantil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Implicações da teoria histórico-cultural no processo de formação de professores da educação infantil

Pós-graduação em Educação - FFC

Prevalência do uso de chupeta e conhecimento dos educadores numa escola de educação infantil: estudo piloto

Pacifier use is very common among children, but despite being considered a harmless article, there is ample evidence of their misdeeds. Therefore, concern about its use is great for us who work in the promotion of breastfeeding. It is this delicate subject in schools because the child, in most cases, already goes to school with the habit installed. The pacifier use may interfere with speech aspect, because the child can come to the wrong talk, dental, dental occlusions, may cause bacterial contamination and encourage early weaning. The aim of this study was to investigate the prevalence of pacifier use among children of pre - school and knowledge of educators about the role of pacifier and its consequences. The research methodology was based on a questionnaire to teachers, monitors and direction and determine the prevalence of pacifier use with parents. According to the result, we developed an orientation for school. The results show that of the 57 children at the age of 4 months to 3 years, 50.88% used a pacifier, 92.98% and 96.49% used the bottle were breastfed. The guidance given after the data collection has clarified many questions for educators. We conclude that the methodology was effective because we can collect data addressing quantitative and qualitative questions and managed to get percentages on pacifier use and breastfeeding and student opinions, comments and more relevant phrases that emerged from parents and educators, complementing the result. Furthermore, through the data, it was possible to do an intervention. The results indicate that half of the children between 4 months and 3 years investigated makes use of a pacifier, so despite the advice given, it would be important to follow up these data over the next few years. We also conclude that a partnership is needed between parents and the school, because if the family does not help, you can not work in school guidance

Saúde bucal e educação infantil: avaliação do desgaste e do acondicionamento de escovas dentárias utilizadas por pré-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.

O estágio supervisionado da educação infantil no curso de Pedagogia da FCT/UNESP: a práxis na visão dos alunos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Habitar o presente, fazer um mundo: movimentos de crianças e adultos em uma escola de educação infantil

Lugar de criança é na escola? Talvez sim. Talvez não. Talvez exista um problema em querer determinar um lugar para crianças que estão em movimento, que se movimentam por diversos e variados espaços e tempos. O caminho que percorre este texto se põe a caminhar nessa questão inicial, mas não se preocupa em respondê-la. Busca, antes, pensar uma escola de educação infantil habitada e habitável por crianças, onde suas vozes se fazem ouvir em contraponto às dos adultos na experiência de uma infância que é mais do que mera etapa em um desenvolvimento cronológico. Uma infância que nos faz seres à espreita, sensíveis ao novo que nasce para o mundo, e a devires que nos levam a renovar o mundo. Essa escola vai sendo contornada na ideia de skholé, um espaço de tempo livre. Um tempo que iguala todos que nela estão em torno de algo comum, algo que é suspenso, profanado, feito comum, algo que nos atrai para o presente. E que presente seria esse? Um presente que se vê em um ponto entre um passado e um futuro ou um presente que acontece em um instante de intensidade que tudo muda? Entre crianças e adultos, em suas incessantes movimentações, encontra-se uma escola feita de experiências, de um aprender que nos leva a decifrar o mundo em individuações em que somos unos e múltiplos. Uma escola que faz professores-pedagogos e crianças-alunos, e que é feita por eles. Poderia o brincar, em uma tal escola de educação infantil nos igualar ao mesmo tempo que nos diferencia, fazendo-nos dissolver; levar-nos a habitar o presente, a fazer um mundo?

Emergência da escrita na educação infantil: de pequenino…de muito pequenino…

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar