A documentação pedagógica como processo de investigação e reflexão na educação infantil
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Data
2009-12-14
Autores
Mendonça, Cristina Nogueira de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa buscou compreender como a inserção de um processo de documentação pedagógica subsidia e orienta a atividade do professor na Educação Infantil na perspectiva da Teoria Histórico-cultural. Para compreender e analisar o corpus informacional utilizou-se da categoria apropriação e objetivação em relação à documentação pedagógica sob o enfoque da Teoria Histórico-cultural. O corpus de análise foi gerado por meio de entrevista semiestruturada e observações em sala de aula. A pesquisa foi realizada junto às professoras que atuam na Educação Infantil, em uma escola particular, situada na cidade de Londrina, no Estado do Paraná. Com base nesses dados procurou-se situar a documentação pedagógica como atividade docente que estreita o diálogo entre teoria e prática, a fim de possibilitar uma atitude mais consciente, intencional e reflexiva em relação à prática docente, com vistas ao desenvolvimento máximo das qualidades humanas nas crianças. Foi possível constatar que a documentação pedagógica se torna uma atividade reflexiva graças à apropriação, pelos/as professores/as, de uma teoria que explicite o papel da educação como sinônimo do processo de humanização. Sem esse redimensionamento de concepções, não há possibilidade de mudança de foco no processo de documentação em direção à essência do processo educativo. A opção teórica que orienta o pensar e agir docente é, em última instância, a moldura que condiciona a dimensão do processo de documentação pedagógica
The present research seeks to understand how the insertion of a process of educational documentation sustains and guides the work of the preschool teacher in the perspective of the Historical-cultural Theory. To understand and analyze the informational corpus the category of appropriation and objectification was used in relation to the pedagogical documentation as seen from the perspective of the Historical-cultural Theory. The body of work to be analyzed was gathered through semi-structured interviews and through observations within the classroom setting. The interviews and research were done with preschool teachers that work in a private school located in the city of Londrina, Paraná state, Brazil. The research was carried out at the preschool of the Londrina, Paraná, Brazil campus. Considering the data, the thesis locates the educational documentation as an activity of the faculty that bridges the dialogical gap between theory and practice. This allows for a more conscious, reflective and intentional attitude in the practice of teaching, with the goal of maximum development of human qualities in the children. It was observed that educational documentation becomes an intentional and reflective activity beginning with its appropriation by the teachers as a theory that explains the role of education as synonymous with the process of “humanization”. Without this refocusing of the concepts, there is no possibility of a change in the process of documentation in relation to the essence of the educational process. The theoretical option, that guides the thinking and acting of teaching is, in the last instance, the frame that conditions the dimension of the process of educational documentation
The present research seeks to understand how the insertion of a process of educational documentation sustains and guides the work of the preschool teacher in the perspective of the Historical-cultural Theory. To understand and analyze the informational corpus the category of appropriation and objectification was used in relation to the pedagogical documentation as seen from the perspective of the Historical-cultural Theory. The body of work to be analyzed was gathered through semi-structured interviews and through observations within the classroom setting. The interviews and research were done with preschool teachers that work in a private school located in the city of Londrina, Paraná state, Brazil. The research was carried out at the preschool of the Londrina, Paraná, Brazil campus. Considering the data, the thesis locates the educational documentation as an activity of the faculty that bridges the dialogical gap between theory and practice. This allows for a more conscious, reflective and intentional attitude in the practice of teaching, with the goal of maximum development of human qualities in the children. It was observed that educational documentation becomes an intentional and reflective activity beginning with its appropriation by the teachers as a theory that explains the role of education as synonymous with the process of “humanization”. Without this refocusing of the concepts, there is no possibility of a change in the process of documentation in relation to the essence of the educational process. The theoretical option, that guides the thinking and acting of teaching is, in the last instance, the frame that conditions the dimension of the process of educational documentation
Descrição
Palavras-chave
Educação de crianças - Londrina (PR), Didática, Pratica de ensino, Psicologia educacional, Educação - Processo de humanização, Teoria histórico-cultural, Prática docente, Documentação pedagógica, Educação infantil - Escola particular - Londrina (PR)
Como citar
MENDONÇA, Cristina Nogueira de. A documentação pedagógica como processo de investigação e reflexão na educação infantil. 2009. 132 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2009.