As práticas de professoras de berçário no contexto da proposta pedagógica de uma creche municipal do interior de São Paulo: a interação e a brincadeira em destaque
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2016-09-21
Autores
Vieira, Izabel Carvalho da Silva [UNESP]
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Universidade Estadual Paulista (Unesp)
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A pesquisa “As práticas de Professoras do Berçário no contexto da Proposta Pedagógica de uma creche municipal do interior de São Paulo: a interação e a brincadeira em destaque” vincula-se ao Programa de Pós-Graduação em Educação, em nível de Mestrado, da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho”, na linha de pesquisa “Processos Formativos, Infância e Juventude”. O objetivo geral da investigação é verificar se as práticas de interação e brincadeira desenvolvidas por duas professoras do Berçário (0-2 anos) condizem com a Proposta Pedagógica da creche pesquisada e se estas se enquadram no que propõem as DCNEI (BRASIL, 2009a). Os objetivos específicos são discutir a Revisão das Diretrizes Curriculares Nacionais para a Educação Infantil (2009a), explicitar o que está conceituado sobre a Proposta Pedagógica/currículo nos documentos oficiais e no Projeto Pedagógico da instituição investigada e verificar se os avanços presentes na legislação, nas DCNEI (BRASIL, 1999; 2009a) e no Projeto Pedagógico (2014) da creche, quanto à função do professor de Educação Infantil, desenvolvido por meio das interações e brincadeiras, integram as práticas das professoras. A pesquisa parte da premissa de que, apesar das conquistas no âmbito legal e na produção científica, as práticas continuam improvisadas e os direitos da criança não são integralmente contemplados, desse modo, quisemos verificar se isso ocorre na instituição investigada. Neste trabalho, as práticas pedagógicas em creche são vistas por nós como elemento da Proposta Pedagógica/Currículo. A pesquisa é qualitativa e se enquadra nos princípios da descrição e análise, com discussões sobre a Proposta Pedagógica/Currículo, práticas pedagógicas, interação e brincadeira, na Educação Infantil. O universo de investigação foi uma instituição pública que atende exclusivamente à faixa etária Creche (0 a 4), no interior do estado de São Paulo. Os sujeitos participantes da pesquisa foram duas professoras que atuam no Berçário (0 a 2 anos). Os procedimentos de recolha de dados foram: análise documental, entrevistas semiestruturadas e observação do cotidiano do Berçário, acompanhada de registros sobre as práticas docentes. Com a análise documental, inferimos que grande parte dos itens estabelecidos pelas DCNEI (BRASIL, 2009a) foram cumpridos na Proposta Pedagógica da instituição. Nas entrevistas, as respostas das professoras não evidenciaram questões referentes aos eixos interação e brincadeira, como prática a ser promovida na creche, mas, ao ressaltarem que há uma especificidade na creche, através do brincar, inferimos que retrataram os eixos, pois estes se inter-relacionam. Os resultados relativos aos eixos de análise escolhidos, a interação e a brincadeira, revelaram que as práticas planejadas intencionalmente para a ocorrência desses momentos respondem mais às experiências vistas nas DCNEI (BRASIL, 2009a) do que àquelas especificadas no Projeto Pedagógico da instituição, pois não consta nesse último, finalidades e objetivos referentes ao trabalho a ser desenvolvido com as crianças. A instituição investigada apresenta uma estrutura diferenciada e a formação das professoras, bem como, o modo como se consideram professoras-pesquisadoras. Em razão disso, se notabilizam num contexto quase sempre tão necessitado de práticas que integrem o cuidar e o educar, por meio de interações e brincadeiras.
The present work, entitled ―Practices of Nursery Teachers within the Context of the Pedagogical Proposal in a Municipal Nursery in Sao Paulo State: interaction and play featured‖, is linked to the Graduate Program for Master‘s in Education at UNESP ―Julio de Mesquita Filho‖ Campus, and also follows the research trend of ―Formative Processes, Childhood and Youth‖. The general goal of this research is to see whether the Practices of two Nursery (0-2 year-olds) teachers match with the Pedagogical Proposal in the assigned municipal nursery as well as with the DCNEI (BRASIL, 2009a). The specific goals are to discuss the Revision of the National Curricular Headlines for Child Education (2009a), in relation to the pedagogical proposals, to the teachers‘ knowledge and practice, to the daily projects and practices developed for the children, that is, to the curricular questions, to explicit what Pedagogical/Curricular Proposal means within the official documents and within the Pedagogical Project of the research institution; and to verify whether the advancement in the legislation, in the DCNEI (BRASIL, 1999; 2009a) and in the Pedagogical Project (2014) in the assigned municipal nursery, regarding the Child Education teacher role, integrate such teachers‘ practices. This work starts from the view that in spite of the legal improvement and the rich scientific production, the practice continues being improvised and the children‘s rights are not being completely considered, thus, we want to see whether if this occurs the investigated institution. In this work, pedagogical practices in nurseries are understood as an element of the Pedagogical/Curricular Proposal. The research is qualitative and follows the analytical and descriptive principles, with discussions on Pedagogical/Curricular Proposal, pedagogical practices, interaction and play in Child Education. The universe of the research was limited to a public institution which takes care of 0 to 4 year old children in a city of Sao Paulo state. The subjects who took part in the research are two Nursery (0-2 year olds) teachers. In order to collect data, document analysis, semi-structured interviews, daily observation at the nursery, and registration of the teachers‘ notes were used. Through the document analysis, we infer that great deal of the items established in the DCNEI (BRASIL, 2009a) complied by Pedagogical Proposal of the researched institution. During the interviews, the teachers‘ answers did not reveal questions related to the axes of interaction and play, but when they underlined that there is a peculiarity in nurseries, through playing, we infer that those axes were present since they are interrelated. The findings in relation to the chosen analytical axes, interaction and play, show that the intentional planned practices for those moments respond more to the experiences seen in the DCNEI (BRASIL, 2009a) than to those specified by the Pedagogical Project of the institution, it does not appear in the latter, goals and objectives for the work to be developed with the children. The investigated institution a differentiated structure and training of teachers and the way they consider teachersresearchers. Because of this, it is noteworthy in the context almost always so in need of practices that integrate care and education through interaction and play.
The present work, entitled ―Practices of Nursery Teachers within the Context of the Pedagogical Proposal in a Municipal Nursery in Sao Paulo State: interaction and play featured‖, is linked to the Graduate Program for Master‘s in Education at UNESP ―Julio de Mesquita Filho‖ Campus, and also follows the research trend of ―Formative Processes, Childhood and Youth‖. The general goal of this research is to see whether the Practices of two Nursery (0-2 year-olds) teachers match with the Pedagogical Proposal in the assigned municipal nursery as well as with the DCNEI (BRASIL, 2009a). The specific goals are to discuss the Revision of the National Curricular Headlines for Child Education (2009a), in relation to the pedagogical proposals, to the teachers‘ knowledge and practice, to the daily projects and practices developed for the children, that is, to the curricular questions, to explicit what Pedagogical/Curricular Proposal means within the official documents and within the Pedagogical Project of the research institution; and to verify whether the advancement in the legislation, in the DCNEI (BRASIL, 1999; 2009a) and in the Pedagogical Project (2014) in the assigned municipal nursery, regarding the Child Education teacher role, integrate such teachers‘ practices. This work starts from the view that in spite of the legal improvement and the rich scientific production, the practice continues being improvised and the children‘s rights are not being completely considered, thus, we want to see whether if this occurs the investigated institution. In this work, pedagogical practices in nurseries are understood as an element of the Pedagogical/Curricular Proposal. The research is qualitative and follows the analytical and descriptive principles, with discussions on Pedagogical/Curricular Proposal, pedagogical practices, interaction and play in Child Education. The universe of the research was limited to a public institution which takes care of 0 to 4 year old children in a city of Sao Paulo state. The subjects who took part in the research are two Nursery (0-2 year olds) teachers. In order to collect data, document analysis, semi-structured interviews, daily observation at the nursery, and registration of the teachers‘ notes were used. Through the document analysis, we infer that great deal of the items established in the DCNEI (BRASIL, 2009a) complied by Pedagogical Proposal of the researched institution. During the interviews, the teachers‘ answers did not reveal questions related to the axes of interaction and play, but when they underlined that there is a peculiarity in nurseries, through playing, we infer that those axes were present since they are interrelated. The findings in relation to the chosen analytical axes, interaction and play, show that the intentional planned practices for those moments respond more to the experiences seen in the DCNEI (BRASIL, 2009a) than to those specified by the Pedagogical Project of the institution, it does not appear in the latter, goals and objectives for the work to be developed with the children. The investigated institution a differentiated structure and training of teachers and the way they consider teachersresearchers. Because of this, it is noteworthy in the context almost always so in need of practices that integrate care and education through interaction and play.
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Palavras-chave
Educação Infantil, Proposta Pedagógica, Prática Pedagógica, Interação e Brincadeira