Irakasleen jardun praktika genero estereotipoen aurrean

[EUS] Lan honekin bilatu nahi izan dugun helburu nagusia irakasleek generoaren berdintasunean oinarritzen duten bere jardun praktika ezagutzea izan da. Horretarako, hainbat adituren hitzak kontuan izanik, eskolek eta bertako irakasleek genero estereotipoen desagerpenean betetzen duten funtzioa aztertu dugu eta diagnostiko txiki bat egin dugu, Haur Hezkuntzako ikasgela batean ikerketa ez-parte hartzaile bat aurrera eramanez eta zenbait elkarrizketa eta dokumentu analizatuz. Lortutako emaitza eta datuekin ondorioak atera ditugu lan hau, etorkizunera begira, hezkuntza hezkidetzailea lortzeko lagungarria izango delakoan.

O educador de Infância também “brinca”?

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Expectativas evolutivas, ideas y creencias sobre la educación infantil de familias y maestros: ¿continuidad o discontinuidad?

La perspectiva ecológica sobre el desarrollo humano (Bronfenbrenner, 1979) pone el acento en la relación entre los diferentes contextos de vida de los niños. En la educación infantil, los contextos de vida mas importantes son la familia y la escuela. En este artículo mostramos los aspectos de continuidad y discontinuidad entre ambos contextos en relación a las ideas de las familias y las educadoras sobre el desarrollo infantil y también a sus creencias y expectativas sobre la educación. Los resultados muestran que existe un acuerdo notable en muchos aspectos entre las familias y las educadoras, si bien también existen aspectos de desacuerdo, principalmente entre las educadoras de parvulario y las familias

A formação do professor alfabetizador em cursos de Pedagogia: contribuições e lacunas teórico-práticas

To the we assume the disciplines of the area of Literacy of the course of Pedagogy, our intention has been the one of working the literacy, the reading and the writing as alive processes, as social practices inserted in the history, continuators of the subjectivity, done in the culture and producing of culture. The importance of the course of Pedagogy in the teachers' formation is unquestionable; however our goal is to highlight, in this work, the paper of that course in the formation of the teacher alphabetized, while mediator of the literacy process with an inclusive vision. In that to walk, it appeared us the following subject: which the contributions and the gaps theoretical-practices - of degree courses in Pedagogy - experienced for the exits of that course, in the specific pedagogic work of alphabetizing children, young adult and/or our study aims at to investigate, under the perspective of teachers alphabetizer licensed in courses of Pedagogy, the contributions and the theoretical-practical gaps of those courses, in the formation of the educator alphabetizer. In this sense, our work if it bases on the presuppositions of the qualitative investigation that leaves of the foundation that there is a dynamic relationship among the real and subjective world, an alive interdependence between subject and object, an entail indissoluble between the objective world and the subjective (CHIZZOTTI, 1998, p.79). The research is characterized as a descriptive and interpretative study and for the collection of data; the questionnaire, the semi-structured interview and the documental analysis were used. We took the following providences for the choice of Locus and of the subject of the research: it visits to the schools; compatibility of the criteria previously defined for choice of Locus and of the Subjects. For the choice of those schools, we defined the following criteria: that, in your individuality / totality, they were located in integral neighborhoods of, at least three of the four administrative areas of the city of Natal; that, in your individuality / totality, they contemplated the public spheres and private of attendance; that, in the year of accomplishment of the research - 2004 - they were offering infantile education and/or fundamental teaching; this last one gone back to the children of the initial years and/or for the youth and adult of the first levels of the modality of EJA; and that made possible the researcher's access. Front to the particularities of our study object and considering the criteria of choice of the locus, four public schools and three private schools were selected. Like this being, in those schools, we would look for the subject of our work that they would owe: 1) to be working, in 2004, with children's literacy, youths or adults: they as teacher (the), it as coordinator (the) that guides teachers alphabetizer, in public schools or peculiar of the city of the Natal-RN; 2) to be exit (the) of the degree course in Pedagogy, supplied by institutions of superior level (public or matters) of the city of the Natal-RN; 3) to have concluded your course of Pedagogy in the period of 1990-2004; 4) to have, at least, 01(one) year of experience in literacy rooms (TARDIF, 2002). The subjects interviewees concluded your courses of Pedagogy, in the period from 1990 to 2004, in institutions different from the city of Natal/RN, being five to the whole: two public IES and three deprived IES. Of the analysis of the data, the theme emerged, ' teacher's Alphabetizer Educational Formation in Courses of Pedagogy', with the following categories: contributions of the courses of Pedagogy; More important disciplines in the educational formation; Areas / Aspects lacunars of the courses of Pedagogy. The pedagogic practice of the teacher alphabetizer demands a formation from him found in you know educational, requested in the children's literacy, youths and adults. In that work, we defended the thesis that the course of Pedagogy is the locus, par excellence, for that formation, in spite of possible structural limitations and curricular of the referred course. In spite of the countless contributions of the pedagogy course for the formation of the teacher alphabetizer, our data appear for the need of a revision of the proposals curricular of that course, getting the attention for the importance of a proposal formation curricular more gone back to the literacy process / literate and for the social inclusion. We thought that, although insufficient, the teacher's formation in that perspective is a fundamental condition for a practice pedagogic alphabetizer to be promoted, in fact, inclusive and promoter of the school success

Televisão em solo educativo: educando o olhar

This work supplies a reflection concerning the presence of the daily television in the children s lives. It points with respect to the necessity of the incorporation of the nature of the medias and information in the educative proposals in way to promote the approach of the two areas in the junction of its respective epistemologies. It considers the development of a visual acuity for the student staff, pointing out the paper of the educator as a promoter of this taken over on a contract basis. Therefore, we present a research of field, carried through in some public and private primary schools in Natal and other cities that are part of the Grande Natal , trying to show with what perspective the teachers use the languages in this stage of education, prioritizing the television elements. As elements of the collection of the information, we made use of half-structuralized interviews, beyond comments directed for the moments where the teachers used the television with educative intention. As results, we noticed that some considerable part of the involved educators still don t get to conceive the television as integrating part of the roll of the languages, using this resource in a limited way, restricting to the contact with sets of documentaries and essentially educative productions, besides the use of objectives directed toward the entertainment, forgetting the opened TV, present in the daily lives of the children since the tender age

A inserção da equipe da Estratégia Saúde da Família em um Centro Municipal de Educação Infantil na promoção da saúde da criança

The joint enters the teams of the Strategy Health of Family (ESF) and the Municipal Center of Infantile education (CMEI) blunts as a form to assure the monitoring and promotion to the health of the children of 2 the 5 years when entering the day-care center environment/daily pay-school. It was traced as objective: To analyze the actions developed for the team of the Strategy Health of the Family in the promotion the health of the child, taken care of in a CMEI. Description-exploratory is to a study, qualitative nature, the type research-action. Developed in a CMEI and the USF of the quarter of New City, Natal-RN. The population was constituted by the professionals of the team of the ESF and the CMEI and parents. During the stages of the research-action diverse techniques had been used as the individually interview and in group, focal group, comment participant, and daily of field. The analysis of the data occurred by means of the content analysis, in the thematic modality, proposal for Bardin (1977) and description of the stages of the research-action. In the stage of situational diagnosis that it investigates the reality lived deeply for the citizens of ESF and CMEI how much to the health of the child seven categories had emerged that they enclosed: the context of the attention child in the CMEI identifying the actions that already came being developed for the ESF in the CMEI; the functioning of the CMEI and its routine of activities; the paper of the CMEI in the care the child; the daily one of the ESF, how much to the care to the health of the child of 2 the 5 years involving the diverse difficulties faced for the ESF; difficulties faced in daily of the CMEI for the care the child of 2 the 5 years; paper of joint ESF and CMEI for the confrontation of the difficulties; e action of health to be developed that they had subsidized the stage of planning of the research-action. During the stages of planning and implementation of the actions the actions of education in health with professionals of the CMEI and parents had been materialize and the actions of direct attention the health of the child. In the stage of evaluation of the actions for the involved citizens one searched to ahead understand the perception of the actions developed and perspective of continuity of the actions, through 4 boarded subjects for the citizens. For all the passage of the research-action it can be inferred that joint ESF and CMEI is a necessary initiative ahead of the current situation of the services of health for the promotion of an integral attention the health of the child, but that the teams of the ESF not yet make use of material conditions and staff enough to develop actions that exceed the limits of the USF, being necessary for this the reinforcement of the joints mainly with the Federal University of the Rio Grande of the North.

A ação pedagógica sob a perspectiva de Henri Wallon

This research was supported theory as the theory of Henri Wallon which proposes a reflection on the overall development of the child offering subsidies for a acting that values the child in its multiple dimensions. The objective is understood to seek subsidies in theory that can guide the construction of an education in the Children's activites, focused on the development aspects of cognitive, affective and motor of the child. It adopts as methodology the bibliographical revision, the intervention, observation and data collect, using as pedagogic resource playing activities in an institution of Infantile Education. The research noted the possibility of action with the concepts proposed by the Wallonian theory, furthermore, the Children's Fitness, using the recreational activities such as teaching resources boost child development. Therefore, concluded that physical education should include Child in the process of teaching-learning the full development of the child.

Formação e atitude dos professores de educação infantil sobre violência familiar contra criança

A violência contra crianças é apontada como uma das principais causas de morbi-mortalidade na infância e deve ser identificada por todos os profissionais que lidam com esse público, inclusive os professores. Objetivou-se avaliar o preparo dos professores de educação infantil, no que se refere à percepção e notificação dos casos de violência contra criança. Foram visitadas todas as instituições de ensino infantil de Araçatuba-SP, e os profissionais que consentiram (n=236), os quais responderam a um questionário sobre o tema. Os dados foram analisados quanti-qualitativamente. 91,1% se consideram responsáveis pela notificação e 86,9% se dizem capazes de identificar agressões. 80,9% declararam ter recebido informações a respeito da violência contra criança, entretanto, 67,7% sentem-se inseguros quanto à identificação dos casos. Conclui-se que, mesmo possuindo formação para proceder ante a violência, a maioria dos pesquisados ainda não se sente preparada, o que pode gerar negligência.

Entrando na dança: reflexos de um curso de formação continuada para professores de educação infantil

Pós-graduação em Artes - IA

Educação nutricional institucionalizada: conhecimentos e práticas de agentes educacionais e professoras de ensino infantil de 0 a 3 anos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Práticas educativas: a relação entre cuidar e educar e a promoção do desenvolvimento infantil à luz da psicologia histórico-cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino de ciências na educação infantil: análise de práticas docentes na abordagem metodológica da pedagogia histórico-crítica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Habilidades funcionais de alunos com deficiência matriculados no ensino infantil: avaliação de professores

Pós-graduação em Educação - FFC

Educação infantil e ensino fundamental: bases orientadoras à aquisição da leitura e da escrita e o problema da antecipação de escolaridade

Pós-graduação em Educação - FFC

Contribuições da formação continuada em serviço para a construção da identidade do profissional de educação infantil

Pós-graduação em Educação - FCT