Escolas de tempo integral na educação infantil em Marília/SP: da política educacional à rotina institucional
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2024-03-06
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa desenvolvida, da qual esta dissertação é decorrente teve o objetivo central de analisar a rotina institucional de escolas de tempo integral de Educação Infantil no município de Marília/SP, tendo em vista o seu documento orientador, intitulado Proposta Curricular para a Educação Infantil, com base na Teoria Histórico-Cultural (THC), implementado em 2020 a partir da homologação da Base Nacional Comum Curricular (BNCC), que estipulou o prazo de dois anos para as adequações. Para alcançar este objetivo, duas escolas foram colaboradoras, situadas na região oeste, mas em localidades diferentes da cidade, e, por isso, reúnem comunidades distintas. A ideia foi compreender e analisar rotinas institucionais propostas para crianças de 4 a 5 anos da Educação Infantil do município de Marília/SP. Considerando a importância da Educação Infantil no desenvolvimento da criança, porque é a primeira etapa da Educação Básica, e pensando na formação do sujeito crítico, reflexivo e humanizador, a pesquisa aborda a organização e o planejamento de como é conduzida a rotina institucional, visando compreender os seguintes aspectos: o que a Proposta Curricular do município apresenta sobre as modalidades organizativas na Educação Infantil? Como elas são conduzidas nessas duas escolas, e o que as diferenciam, sabendo que ambas seguem o mesmo currículo? A partir de tais pontos, buscou-se relacionar os diferentes modos da rotina institucional na Educação Infantil, pois, de acordo com um quadro teórico constituído por elaborações da Teoria Histórico-Cultural e direitos humanos, é possível afirmar que é desde esta etapa que se constrói a formação cidadã, o caráter e personalidade do sujeito, que se tornará atuante em nossa sociedade. Para a realização da pesquisa, cuja abordagem é qualitativa, contou-se com a análise e o estudo do documento orientador do município e dos Projetos Político Pedagógicos (PPPs) de ambas as escolas, além das entrevistas semiestruturadas com três Professoras, duas Coordenadoras Pedagógicas e um Diretor e uma Diretora, profissionais lotados nas referidas unidades de ensino. Através dos estudos teóricos e das análises dos dados obtidos, bem como o entendimento dos diferentes modos de planejar e conduzir a organização da rotina institucional para as crianças da Educação Infantil, buscou-se exemplificar o impacto dessa rotina na aprendizagem e no desenvolvimento desses(as) educandos(as), cujo perfil a formar é de cidadãos(ãs) de direitos, atuantes em nossa sociedade. Sobre isso, destaca-se o pensar e repensar coletivamente, havendo sempre o diálogo, como o melhor caminho para construir uma rotina adequada, refletindo em uma educação de qualidade e ouvindo também as crianças na definição das propostas de atividades, o que é necessário para a real formação cidadã. O que é primordial é a construção coletiva das rotinas escolares, considerando as intencionalidades dos(as) Professores(as), parceiros(as) mais experientes, a partir das especificidades das crianças.
The research developed, which this dissertation is derived, had as central objective analyzing the institutional routine of full-time Early Childhood Education schools in Marília/SP city, taking in view of its guiding document, entitled Curricular Proposal for Early Childhood Education, based on the Historical-Cultural Theory (THC), implemented in 2020 following the approval of the National Common Curricular Base (BNCC), which stipulated a two-year period for adjustments. To achieve this objective, two schools were collaborators, they are located in the western region, but in different locations of the city, and, therefore, they gather different kinds of communities. The idea was to understand and analyze institutional routines proposed for children aged 4 to 5 in Early Childhood Education in Marília/SP city. Considering the importance of Early Childhood Education in the child's development, because it is the first stage of Basic Education, and thinking about the critical, reflective and humanizing subject formation, the research deals with the organization and planning of how the institutional routine is conducted, aiming to understand the following aspects: what does the municipality's Curricular Proposal present about the organizational modalities in Early Childhood Education? How are they conducted in these two schools, and what are the differences between them, knowing that they both follow the same curriculum? From these points, this research tried to relate the different modes of institutional routine in Early Childhood Education, because, according to a theoretical framework constituted by elaborations of Historical-Cultural Theory and human rights, it is possible to affirm that it is from this stage that builds citizenship formation, the character and personality of the subject, who will become active in our society. To carry out the research, which approach is qualitative, it was necessary the analysis and study of the municipality's guiding document and the Pedagogical Political Projects (PPPs) of both schools, in addition to semi-structured interviews with three Teachers, two Pedagogical Coordinators and two Directors, professionals assigned to the aforementioned teaching units. Through theoretical studies and analysis of the data obtained, as well as the understanding of the different ways of planning and conducting the organization of the institutional routine for children in Early Childhood Education, it was sought to exemplify the impact of this routine on the learning and development of these students, whose profile to be formed is citizens with rights, active in our society. In this regard, collective thinking and rethinking stands out, always considering the dialogue as the best way to build an adequate routine, reflecting on quality education and also listening to children when defining activity proposals, which is necessary for real citizenship formation. The essential is the collective construction of school routines, considering Teachers intentions, more experienced partners, based on the specificities of the children.
The research developed, which this dissertation is derived, had as central objective analyzing the institutional routine of full-time Early Childhood Education schools in Marília/SP city, taking in view of its guiding document, entitled Curricular Proposal for Early Childhood Education, based on the Historical-Cultural Theory (THC), implemented in 2020 following the approval of the National Common Curricular Base (BNCC), which stipulated a two-year period for adjustments. To achieve this objective, two schools were collaborators, they are located in the western region, but in different locations of the city, and, therefore, they gather different kinds of communities. The idea was to understand and analyze institutional routines proposed for children aged 4 to 5 in Early Childhood Education in Marília/SP city. Considering the importance of Early Childhood Education in the child's development, because it is the first stage of Basic Education, and thinking about the critical, reflective and humanizing subject formation, the research deals with the organization and planning of how the institutional routine is conducted, aiming to understand the following aspects: what does the municipality's Curricular Proposal present about the organizational modalities in Early Childhood Education? How are they conducted in these two schools, and what are the differences between them, knowing that they both follow the same curriculum? From these points, this research tried to relate the different modes of institutional routine in Early Childhood Education, because, according to a theoretical framework constituted by elaborations of Historical-Cultural Theory and human rights, it is possible to affirm that it is from this stage that builds citizenship formation, the character and personality of the subject, who will become active in our society. To carry out the research, which approach is qualitative, it was necessary the analysis and study of the municipality's guiding document and the Pedagogical Political Projects (PPPs) of both schools, in addition to semi-structured interviews with three Teachers, two Pedagogical Coordinators and two Directors, professionals assigned to the aforementioned teaching units. Through theoretical studies and analysis of the data obtained, as well as the understanding of the different ways of planning and conducting the organization of the institutional routine for children in Early Childhood Education, it was sought to exemplify the impact of this routine on the learning and development of these students, whose profile to be formed is citizens with rights, active in our society. In this regard, collective thinking and rethinking stands out, always considering the dialogue as the best way to build an adequate routine, reflecting on quality education and also listening to children when defining activity proposals, which is necessary for real citizenship formation. The essential is the collective construction of school routines, considering Teachers intentions, more experienced partners, based on the specificities of the children.
Descrição
Palavras-chave
Educação infantil, Organização da rotina institucional, Escola de tempo integral, Educação em Marília/SP, Early childhood education, Organization of institutional routine, Full-time school, Education in Marília/SP
Como citar
CABRAL, Mayara Farias. Escolas de tempo integral na educação infantil em Marília/SP : da política educacional à rotina institucional. 2024. 84 f. Dissertação (Mestrado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.