O trato com a queixa escolar na educação infantil em um sistema municipal de ensino: uma análise histórico-cultural
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Data
2022-11-30
Autores
Tomás, Débora Nogueira
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo se debruça sobre a temática da queixa escolar na educação infantil, com o objetivo investigar o seu percurso, desde sua identificação até sua ressonância no trabalho pedagógico pela mediação de laudos e diagnósticos. Reconstituímos a lógica institucional do trato dado a queixa escolar em um sistema educacional de uma cidade de pequeno porte do interior do Estado de São Paulo, buscando identificar os personagens envolvidos (profissionais, cargos), dispositivos institucionais (formulários, material apostilado, orientações realizadas) e concepções sobre o desenvolvimento e o não aprender que sustentam as ações e decisões diante das dificuldades no processo de escolarização. Com a tese de que a organização do ensino, bem como as concepções de desenvolvimento se apresentam como condicionantes do processo de produção da queixa escolar, a investigação foi movida por algumas indagações: Como o processo de patologização da infância vem sendo construído no contexto particular da educação infantil? Com base em quais razões a criança, já na educação infantil, é encaminhada com queixa escolar? Qual a percepção dos professores e da escola ante os laudos dos profissionais de saúde? Para tanto, realizamos uma pesquisa documental com o levantamento e análise laudos e relatórios das crianças na faixa etária de 4 a 5 anos de idade, matriculadas em todas as unidades escolares municipais, bem como formulários de encaminhamento da criança com queixa. Também foram realizadas entrevistas semiestruturadas com profissionais educação infantil, sendo: duas supervisoras, quatro professoras e uma psicopedagoga, com intuito de analisar a compreensão destas sobre concepções de desenvolvimento, transtornos da infância, medicalização e a prática pedagógica. Tendo como principais referenciais teóricos o materialismo histórico-dialético e a psicologia histórico-cultural, essa ação metodológica permitiu delinear o trato dado ao fenômeno da queixa escolar à luz do que relatam os sujeitos envolvidos em seu movimento de identificação, formalização, encaminhamento e desdobramentos. Evidenciamos que os encaminhamentos de queixa escolar envolvem principalmente crianças entre três e quatro anos, e expressam condutas infantis idealizadas pelos adultos, mas que não são coerentes com o desenvolvimento real da criança nesta faixa etária, aparece como queixa escolar: desinteresse em realizar as atividades/ não fazer as atividades com capricho, dificuldade para escrever e pintar, comportamento desafiador; teimosia; comportamentos inadequados; desatenção; agitação, sendo tais comportamentos justificados ora pelo contexto familiar ora por problemas individuais e inatos da criança, o que pressupõe a incompreensão do próprio desenvolvimento infantil e a atividade dominante da criança no período pré-escolar. Na experiência concreta da educação infantil, coexiste o discurso espontaneísta sobre o desenvolvimento e a prática neo-tecnicista, uma vez que, o planejamento pedagógico, enfatiza atividades que visam a alfabetização por meio de escrita de letras e números, seja no sistema apostilado seja nas folhas de atividades complementares confeccionadas pelas próprias professoras, isto indica que atividade docente, assim como a atividade discente, é mecânica, automatizada, esvaziada de sentido e significado, restando as professoras a ideia que o trabalho pedagógico deve ser feito pela experiência e pelo amor. Outro achado da pesquisa foi a normatização da psicopedagogia enquanto profissão no município, com a função de avaliar as crianças encaminhadas e orientar professores e familiares, no entanto, isso é feito por meio de uma concepção afirmativa dos transtornos e da patologização da infância. Coloca-se em pauta o papel destes profissionais na escola, que tanto pode contribuir para a emancipação humana como para o processo perverso de culpabilizar as crianças e suas famílias diante de um contexto social que segrega e exclui. Constatamos que o ambiente escolar e a prática pedagógica estão contribuindo para a produção e manutenção da queixa, uma vez que não há a compreensão de que são os processos educativos que fazem a criança avançar no seu desenvolvimento. Concluímos que quanto maior compreensão os professores, e demais profissionais da educação, tiverem sobre o desenvolvimento humano e utilizar de recursos didáticos pautados em conhecimentos científicos, artísticos e filosóficos, qualitativamente maior serão as situações de ensino e aprendizagem dos alunos, e não restará espaço para queixas escolares que individualizam a criança ou suas famílias.
This study focuses on the theme of school complaints in early childhood education, aiming to investigate its course, from its identification to its resonance in the pedagogical work through the mediation of reports and diagnoses. We reconstructed the institutional logic of the treatment given to school complaints in an educational system of a small city in the countryside of São Paulo State, trying to identify the characters involved (professionals, positions), institutional devices (forms, handouts, guidelines) and conceptions about development and not learning that sustain the actions and decisions in face of difficulties in the schooling process. With the thesis that the organization of teaching, as well as the conceptions of development are presented as conditioning factors of the production process of the school complaint, the investigation was driven by some questions: How has the process of pathologizing childhood been built in the particular context of early childhood education? Based on what reasons the child, already in early childhood education, is referred with a school complaint? What is the perception of teachers and the school when facing the reports of health professionals? To do so, we carried out documental research with the survey and analysis of reports of children aged 4 to 5 years old, enrolled in all municipal school units, as well as forms of referral of children with complaints. We also carried out semi-structured interviews with child education professionals: two supervisors, four teachers and one psychopedagogue, in order to analyze their understanding about conceptions of development, childhood disorders, medicalization and pedagogical practice. Having as main theoretical references the historical-dialectical materialism and the historical-cultural psychology, this methodological action allowed us to delineate the treatment given to the school complaint phenomenon in the light of what the subjects involved report in its identification, formalization, referral and unfolding movement. We evidenced that the school complaint referrals mainly involve children between three and four years old, and express children's behaviors idealized by adults, but that are not coherent with the real development of the child in this age group, appears as a school complaint: disinterest in performing the activities/not doing the activities capriciously, difficulty in writing and painting, challenging behavior; stubbornness; inappropriate behaviors; inattention; restlessness, with such behaviors being justified either by the family context or by individual and innate problems of the child, which presupposes the lack of understanding of child development itself and its dominant activity of the child in the preschool period. In the concrete experience of early childhood education, the spontaneous discourse on development and the neotechnical practice coexist, since the pedagogical planning emphasizes activities aimed at alphabetization through writing letters and numbers, either in the apostilled system or in the supplementary activity sheets made by the teachers themselves, this indicates that the teaching activity, as well as the students' activity, is mechanical, automated, emptied of sense and meaning, leaving the teachers with the idea that the pedagogical work should be done by experience and love. Another finding of the research was the standardization of psychopedagogy as a profession in the municipality, with the function of evaluating referred children and guiding teachers and families, however, this is done through an affirmative conception of disorders and pathologizing of childhood. The role of these professionals at school is put into question, which can contribute to human emancipation as well as to the perverse process of blaming children and their families in a social context that segregates and excludes. We found that the school environment and the pedagogical practice are contributing to the production and maintenance of the complaint, since there is no understanding that it is the educational processes that make the child advance in its development. We conclude that the better understanding teachers and other educational professionals have about human development and the use of didactic resources based on scientific, artistic and philosophical knowledge, the qualitatively better the teaching and learning situations of the students will be, and there will be no room for school complaints that individualize the child or their families.
This study focuses on the theme of school complaints in early childhood education, aiming to investigate its course, from its identification to its resonance in the pedagogical work through the mediation of reports and diagnoses. We reconstructed the institutional logic of the treatment given to school complaints in an educational system of a small city in the countryside of São Paulo State, trying to identify the characters involved (professionals, positions), institutional devices (forms, handouts, guidelines) and conceptions about development and not learning that sustain the actions and decisions in face of difficulties in the schooling process. With the thesis that the organization of teaching, as well as the conceptions of development are presented as conditioning factors of the production process of the school complaint, the investigation was driven by some questions: How has the process of pathologizing childhood been built in the particular context of early childhood education? Based on what reasons the child, already in early childhood education, is referred with a school complaint? What is the perception of teachers and the school when facing the reports of health professionals? To do so, we carried out documental research with the survey and analysis of reports of children aged 4 to 5 years old, enrolled in all municipal school units, as well as forms of referral of children with complaints. We also carried out semi-structured interviews with child education professionals: two supervisors, four teachers and one psychopedagogue, in order to analyze their understanding about conceptions of development, childhood disorders, medicalization and pedagogical practice. Having as main theoretical references the historical-dialectical materialism and the historical-cultural psychology, this methodological action allowed us to delineate the treatment given to the school complaint phenomenon in the light of what the subjects involved report in its identification, formalization, referral and unfolding movement. We evidenced that the school complaint referrals mainly involve children between three and four years old, and express children's behaviors idealized by adults, but that are not coherent with the real development of the child in this age group, appears as a school complaint: disinterest in performing the activities/not doing the activities capriciously, difficulty in writing and painting, challenging behavior; stubbornness; inappropriate behaviors; inattention; restlessness, with such behaviors being justified either by the family context or by individual and innate problems of the child, which presupposes the lack of understanding of child development itself and its dominant activity of the child in the preschool period. In the concrete experience of early childhood education, the spontaneous discourse on development and the neotechnical practice coexist, since the pedagogical planning emphasizes activities aimed at alphabetization through writing letters and numbers, either in the apostilled system or in the supplementary activity sheets made by the teachers themselves, this indicates that the teaching activity, as well as the students' activity, is mechanical, automated, emptied of sense and meaning, leaving the teachers with the idea that the pedagogical work should be done by experience and love. Another finding of the research was the standardization of psychopedagogy as a profession in the municipality, with the function of evaluating referred children and guiding teachers and families, however, this is done through an affirmative conception of disorders and pathologizing of childhood. The role of these professionals at school is put into question, which can contribute to human emancipation as well as to the perverse process of blaming children and their families in a social context that segregates and excludes. We found that the school environment and the pedagogical practice are contributing to the production and maintenance of the complaint, since there is no understanding that it is the educational processes that make the child advance in its development. We conclude that the better understanding teachers and other educational professionals have about human development and the use of didactic resources based on scientific, artistic and philosophical knowledge, the qualitatively better the teaching and learning situations of the students will be, and there will be no room for school complaints that individualize the child or their families.
Descrição
Palavras-chave
Queixa escolar, Educação infantil, Psicologia histórico-cultural, Materialismo histórico-dialético, School complaint, Early childhood education, Historical-cultural psychology, Historical-dialectical materialism