Educação e ética: desafios na atuação do professor da infância
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Data
2017-03-14
Autores
Leite, Sandra Regina Mantovani [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como objetivo principal demonstrar o valor da dimensão ética na formação e atuação do professor da Educação Infantil. Primeiramente, faz-se necessário ressaltar a importância deste tema para a área da Educação e para os cursos de formação de professores, pois ao escolhermos como fundamento para a discussão e analise os conhecimentos filosóficos, principalmente a Ética, defendemos uma concepção de homem como ser humano ético, ativo, criativo, questionador e consciente. Isso posto, ressaltamos a importância do professor mediador, valorizando a relação existente entre os envolvidos no processo educativo para o alcance da humanização da criança. Mesmo considerando os avanços em termos legais e de discurso teórico que consideram a criança como um sujeito de direitos, ativa e capaz e, ao mesmo tempo, reconhecem o professor de Educação Infantil como um profissional da educação, temos muito a refletir e a propor acerca das especificidades do fazer docente para esse momento da infância. Assim, o desafio que se estabelece com o intuito de pensar a formação e atuação dos Professores de crianças pequenas é demonstrar a importância da dimensão ética na atuação do professor de educação infantil, possibilitando condições para que as crianças sejam entendidas como partícipes do processo, objetivando uma educação humanizadora. Dessa forma, temos como problema de pesquisa a seguinte questão: Como a concepção ética do professor pode contribuir para uma atuação mais humanizadora e acolhedora da criança no contexto da educação infantil? Para responder a essa problemática, utilizamos como metodologia a revisão bibliográfica e observação participante em um Centro Municipal de Educação Infantil da cidade de Londrina-PR, com professores e crianças de quatro e cinco anos de idade, com registro das observações em diário de campo, complementando com entrevistas semiestruturadas e registro fotográfico. Os resultados indicaram que os professores da educação infantil necessitam priorizar a reflexão nos momentos que antecedem a atuação junto às crianças, para que as práticas objetivem uma intencionalidade que favoreça a humanização das crianças, instrumentalizando-as por meio de conhecimentos historicamente acumulados, como também favorecendo momentos em que como pessoas participantes do processo educativo sejam construtores da sua história. Consideramos que os cursos de formação de professores precisam possibilitar conhecimentos necessários sobre a dimensão ética e sua importância para a aprendizagem e o desenvolvimento da criança, para que a atuação do educador se torne comprometida com o acolhimento e a humanização das mesmas. Ao possibilitarmos aos futuros professores conhecimentos filosóficos, priorizando a dimensão Ética, entendemos que ao iniciarem sua atuação com as crianças, os mesmos poderão trabalhar de forma consciente e intencional, relacionando o seu fazer com o Projeto Político Pedagógico da instituição e favorecendo as crianças uma educação humanizadora e acolhedora.
This work has as main objective to demonstrate the value of the ethical dimension in the formation and performance of the teacher of the Child Education. Firstly, it is necessary to emphasize the importance of this theme for the area of Education and for the courses of teacher training, because when we choose as the basis for the discussion and analysis of philosophical knowledge, especially Ethics, we defend a conception of man as being Human ethical, active, creative, questioning and conscious. That said, we emphasize the importance of the mediator teacher, valuing the relationship between those involved in the educational process to reach the humanization of the child. Even considering the advances in legal terms and theoretical discourse that consider the child as a subject of rights, active and capable and, at the same time, recognize the teacher of Early Childhood Education as a professional education, we have much to reflect and to propose about Of the specificities of teaching for this moment of childhood. Thus, the challenge to think about the training and performance of teachers of young children is to demonstrate the importance of the ethical dimension in the role of the child education teacher, enabling conditions for children to be understood as participants in the process, objectifying A humanizing education. Thus, we have as a research problem the following question: How can the ethical conception of the teacher contribute to a more humanizing and welcoming action of the child in the context of early childhood education? To answer this problem, we used as a methodology the bibliographical review and participant observation in a Municipal Center for Early Childhood Education in the city of Londrina-PR, with teachers and children of four and five years of age, with record of observations in field diary, Complemented with semi-structured interviews and photographic records. The results indicated that pre-school teachers need to prioritize reflection in the moments that precede the action with the children, so that the practices aim at an intentionality that favors the humanization of children, instrumentalizing them through historically accumulated knowledge, as well as favoring Moments in which as persons participating in the educational process are builders of their history. We believe that teacher training courses must provide the necessary knowledge about the ethical dimension and its importance for the learning and development of the child, so that the educator's performance becomes compromised with the reception and the humanization of the same. By enabling future teachers to have philosophical knowledge, prioritizing the Ethical dimension, we understand that when they begin their activities with children, they can work in a conscious and intentional way, relating their doing with the Institutional Political Project of the institution and favoring the children an education Humanizing and welcoming.
This work has as main objective to demonstrate the value of the ethical dimension in the formation and performance of the teacher of the Child Education. Firstly, it is necessary to emphasize the importance of this theme for the area of Education and for the courses of teacher training, because when we choose as the basis for the discussion and analysis of philosophical knowledge, especially Ethics, we defend a conception of man as being Human ethical, active, creative, questioning and conscious. That said, we emphasize the importance of the mediator teacher, valuing the relationship between those involved in the educational process to reach the humanization of the child. Even considering the advances in legal terms and theoretical discourse that consider the child as a subject of rights, active and capable and, at the same time, recognize the teacher of Early Childhood Education as a professional education, we have much to reflect and to propose about Of the specificities of teaching for this moment of childhood. Thus, the challenge to think about the training and performance of teachers of young children is to demonstrate the importance of the ethical dimension in the role of the child education teacher, enabling conditions for children to be understood as participants in the process, objectifying A humanizing education. Thus, we have as a research problem the following question: How can the ethical conception of the teacher contribute to a more humanizing and welcoming action of the child in the context of early childhood education? To answer this problem, we used as a methodology the bibliographical review and participant observation in a Municipal Center for Early Childhood Education in the city of Londrina-PR, with teachers and children of four and five years of age, with record of observations in field diary, Complemented with semi-structured interviews and photographic records. The results indicated that pre-school teachers need to prioritize reflection in the moments that precede the action with the children, so that the practices aim at an intentionality that favors the humanization of children, instrumentalizing them through historically accumulated knowledge, as well as favoring Moments in which as persons participating in the educational process are builders of their history. We believe that teacher training courses must provide the necessary knowledge about the ethical dimension and its importance for the learning and development of the child, so that the educator's performance becomes compromised with the reception and the humanization of the same. By enabling future teachers to have philosophical knowledge, prioritizing the Ethical dimension, we understand that when they begin their activities with children, they can work in a conscious and intentional way, relating their doing with the Institutional Political Project of the institution and favoring the children an education Humanizing and welcoming.
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Palavras-chave
Educação, Educação Infantil, Ética, Formação de professores, Prática pedagógica, Education, Child education, Ethic, Teacher training, Pedagogical practice