A organização do tempo em Escolas de Educação Infantil: contribuições para o processo de humanização na infância
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Data
2016-12-16
Autores
Prieto, Mariana Natal [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Trata-se de dissertação resultante de pesquisa de mestrado junto ao Programa de Pós-Graduação em Educação da Unesp, Campus de Marília, São Paulo, na linha de pesquisa “Teoria e Práticas Pedagógicas”. O foco dos trabalhos realizados é a pequena infância, de modo especial repensar a organização temporal em Escolas de Educação Infantil (E.E.I.). Para tanto nosso objetivo é compreender aspectos indicativos da organização do tempo em E.E.I.s no município de Avaré (SP), focando os impactos dessa organização para o processo de humanização na infância, com base no seguinte problema: de que maneira a organização do tempo nas Escolas de Educação Infantil pode contemplar o tempo da instituição e respeitar o tempo da criança de modo a contribuir para o pleno desenvolvimento na infância? Com o propósito de responder a esta problemática e cumprir ao objetivo proposto, realizamos ações investigativas bibliográficas e de campo. A pesquisa bibliográfica envolveu buscas em fontes digitais, que contribuiu para conhecermos o que já foi escrito sobre o tema pesquisado e, também, para um aprofundamento de conceitos essenciais à reflexão pretendida. A produção de dados por meio de entrevistas contou com 10 (dez) professoras de 5 (cinco) turmas de período integral de crianças de três anos de idade em diferentes E.E.I.s e sessões de observação de 10 (dez) horas diárias, totalizando 50 (cinquenta) horas de observação em cada turma. A base teórica utilizada envolve, especialmente, estudos da Teoria Histórico-Cultural, além de autores contemporâneos que contribuíram com reflexões sobre a temática investigada. Nessa perspectiva, afirmamos o desenvolvimento humano como histórico e social constituído por meio das relações que o sujeito estabelece, desde o nascimento, com os outros e com o meio a seu redor. Para os representantes dessa Teoria, a educação é o pilar central da formação da humanidade em cada pessoa. Com base nessa premissa, torna-se vital o oferecimento à criança de um ambiente rico em relações e atividades motivadoras de aprendizagens e de desenvolvimento cultural. Considerar a essencialidade da educação exige, pois, estudar e refletir sobre a organização intencional e consciente do tempo na Escola de Educação Infantil, como contribuição efetiva para expressões e aprendizagens das crianças e, consequentemente, para o seu pleno desenvolvimento humano. Tais reflexões indicam o papel único e intencional do professor nesse planejamento e organização temporal. A partir dos estudos e análises realizadas, destacamos como resultados que a organização do tempo requer planejamento, acompanhamento e avaliação a partir das necessidades cada vez mais sofisticadas a serem criadas nas crianças como possibilidade de contribuição efetiva para a formação de características humanizadoras em cada criança na infância. Contudo, as observações realizadas revelam aspectos indicativos de organização do tempo institucional sobrepujando as oportunidades de envolvimento e de protagonismo das crianças nas situações educativas propostas. Essa constatação motiva-nos a refletir sobre a urgência e emergência de que todos os envolvidos na Educação Infantil, especialmente o professor e a equipe gestora, possam organizar, de maneira consciente e intencional, os tempos, espaços, materiais e situações a fim de que ofereçam às crianças possibilidades de aprendizagens motivadoras de desenvolvimento pleno das capacidades especificamente humanas na infância.
This is resulting dissertation in master's research at the Graduate Program in Education of UNESP, Campus of Marília, São Paulo in the research line "Pedagogical Theory and Practices". The focus of the work done is early childhood specially rethink temporal organization in Early Childhood education schools (ERA). Therefore our goal is to understand indicative aspects of the organization of time in E.E.I.s in the city of Avaré (SP) focusing on the impacts of this organization for the humanization process in childhood, based on the following problem: how the organization of time in Children's Education Schools can consider the time of the institution and respect the child's time in order to contribute to the full development in childhood? In order to answer this problem and fulfill the proposed objective, we conducted bibliographic and field investigative actions. The literature search involved digital sources, what contributed to know what has been written about the research topic and to deepen concepts essential to the desired reflection. The production of data through interviews, had ten (10) teachers of five (5) full-time classes for children of three years of age in different E.E.I.s and observation sessions of ten (10) hours per day, totaling 50 ( fifty) hours of observation in each class. The theoretical basis used involves especially study of Historical-Cultural Theory, and contemporary authors who contributed with reflections on the subject investigated. In this perspective, we affirm human development as historical and social constituted by the relationship that the subject establishes, since the birth, with others and with the environment around. To the representatives of this theory, education is the central pillar of the human formation in each person. Based on this premise, it is vital to offer the child an environment rich in motivating relations and activities of learning and cultural development. To consider the essentiality of education therefore requires to study and reflect on the intentional and conscious organization of time in Early Childhood Education Schools, as an effective contribution to expressions and learning of the children and, consequently, to their full human development. Such reflections indicate the unique and purposeful role of the teacher in this planning and temporal organization. From the studies and analyzes, we highlight as results that the organization of time requires planning, monitoring and evaluation from the increasingly sophisticated needs to be created in children as possibility of effective contribution to the formation of humanizing characteristics in every child in childhood. However, the observations reveal indicative aspects of the institutional organization time surmounting opportunities of involvement and protagonism of children in the proposed educational situations. This finding motivates us to reflect on the urgency and emergency that everyone involved in early childhood education, especially the teacher and the management team, may organize, intentionally and conscious way, the time, space, materials and situations to offer children learning opportunities motivators of full development of specifically human capabilities in childhood.
This is resulting dissertation in master's research at the Graduate Program in Education of UNESP, Campus of Marília, São Paulo in the research line "Pedagogical Theory and Practices". The focus of the work done is early childhood specially rethink temporal organization in Early Childhood education schools (ERA). Therefore our goal is to understand indicative aspects of the organization of time in E.E.I.s in the city of Avaré (SP) focusing on the impacts of this organization for the humanization process in childhood, based on the following problem: how the organization of time in Children's Education Schools can consider the time of the institution and respect the child's time in order to contribute to the full development in childhood? In order to answer this problem and fulfill the proposed objective, we conducted bibliographic and field investigative actions. The literature search involved digital sources, what contributed to know what has been written about the research topic and to deepen concepts essential to the desired reflection. The production of data through interviews, had ten (10) teachers of five (5) full-time classes for children of three years of age in different E.E.I.s and observation sessions of ten (10) hours per day, totaling 50 ( fifty) hours of observation in each class. The theoretical basis used involves especially study of Historical-Cultural Theory, and contemporary authors who contributed with reflections on the subject investigated. In this perspective, we affirm human development as historical and social constituted by the relationship that the subject establishes, since the birth, with others and with the environment around. To the representatives of this theory, education is the central pillar of the human formation in each person. Based on this premise, it is vital to offer the child an environment rich in motivating relations and activities of learning and cultural development. To consider the essentiality of education therefore requires to study and reflect on the intentional and conscious organization of time in Early Childhood Education Schools, as an effective contribution to expressions and learning of the children and, consequently, to their full human development. Such reflections indicate the unique and purposeful role of the teacher in this planning and temporal organization. From the studies and analyzes, we highlight as results that the organization of time requires planning, monitoring and evaluation from the increasingly sophisticated needs to be created in children as possibility of effective contribution to the formation of humanizing characteristics in every child in childhood. However, the observations reveal indicative aspects of the institutional organization time surmounting opportunities of involvement and protagonism of children in the proposed educational situations. This finding motivates us to reflect on the urgency and emergency that everyone involved in early childhood education, especially the teacher and the management team, may organize, intentionally and conscious way, the time, space, materials and situations to offer children learning opportunities motivators of full development of specifically human capabilities in childhood.
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Palavras-chave
Educação, Educação Infantil, Organização do tempo, Teoria histórico-cultural