A pesquisa-ação colaborativa como instrumento para construção de práticas educativas em creche
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Data
2018-08-30
Autores
Grimaldi, Stella [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O desafio desta pesquisa está edificado na desmistificação da visão assistencialista da creche, realçando o caráter educativo, pois historicamente está vinculada a um serviço oferecido à população de baixa renda para suprir a demanda de mulheres/mães que ingressavam no mercado de trabalho. A proposição desta tese se direciona para legitimar a creche no binômio educar e cuidar, previsto na LDB (Lei de Diretrizes e Bases da Educação Nacional) sob nº 9394/96 e que, portanto, necessita apresentar de forma clara e precisa o documento norteador da proposta pedagógica, que se consolida no Projeto Político-Pedagógico. Por conseguinte, o objetivo desta pesquisa foi o de acompanhar, analisar e colaborar com o processo de elaboração do Projeto Político-Pedagógico de uma creche em um município paulista, no período de 2016 e 2017. Realizou-se, como metodologia a pesquisa-ação colaborativa, baseada na autorreflexão coletiva com caráter participativo, impulso democrático e contribuição à ação transformadora. Participaram da elaboração do Projeto Político-Pedagógico quatro professoras, duas coordenadoras pedagógicas e a diretora, contudo, a pesquisadora participou dos HTPC’s para discutir com as profissionais da educação quanto às suas angústias, concepções, temores, expectativas, dúvidas, propostas, vivências, projetos, cuidados e registros das ações cotidianas, bem como observá-las em alguns momentos com as crianças em suas salas de aula e demais espaços da creche. Para o resgate das lembranças durante as reuniões de HTPC, utilizou-se os registros fotográficos dos anos de 2013 (projeto) e 2014 (portfólio) como ferramenta auxiliar. Selecionou-se quatro eixos de análise: 1) Profissionais da educação da creche: uma relação respeitosa, no qual, verificou-se que há cumplicidade e estima as experiências umas das outras, no agir coletivo em prol do educar e cuidar institucional; 2) Período de adaptação da EMEI Flor: processo de reorganização, foram considerados os gostos e preferências das crianças, repensando o cotidiano em função de sua chegada oferecendo-lhes atividades atrativas, além de estabelecer um novo formato atencioso entre: profissionais da educação/famílias, profissionais da educação/crianças e crianças/crianças; 3) Educar, Brincar e Cuidar nos espaços da EMEI Flor: funções indissociáveis, quando, constatou-se que as protagonistas visualizaram a utilização dos “antigos” espaços escolares como locais adequados a outras propostas, além das que burocraticamente são determinadas, ocasionando uma perspectiva autoral e autônoma, bem como se averiguou que as crianças ao serem recebidas e atendidas em espaços organizados, atrativos e motivadores, constroem referências positivas sobre eles a ponto de respeitarem cada produção em exposição, interagirem, socializarem e de contribuírem com sua manutenção e 4) O Projeto Político-Pedagógico da EMEI Flor: fases de sua elaboração, neste, foram discutidas as atividades adequadas à cada idade e a necessidade de que fossem planejadas, discutidas e avaliadas com base no resgate profissional de experiências, registros escritos, em vídeo e fotográficos, adquirindo um significado inestimável para cada profissional da educação. Portanto, o presente estudo permitiu verificar que, na EMEI Flor, ocorreu formação em espaço democrático, a partir dos diálogos frequentes nos momentos de HTPC’s, trazendo condições facilitadoras de reflexão crítica das experiências e vivências dessas protagonistas, tornando-as corresponsáveis e coparticipantes na sistematização e organização do Projeto Político-Pedagógico, concebendo, assim, a creche como instância legítima, significativa e intencional de trabalho educativo.
The challenge of this research is to demystify the assistencialist vision of the day-care center, emphasizing the educational feature, since it has always been linked to a service offered to the low income population to supply the demand of women / mothers who entered the job market. The purpose of this thesis is to legitimize the nursery in the binomial education and care, provided for in the LDB (Law of Guidelines and Bases of National Education) under No. 9394/96 and, therefore, needs to present clearly and accurately, the document guiding the pedagogical proposal, which is consolidated in the Political-Pedagogical Project. Therefore, the objective of this research was to follow up, analyze and collaborate with the process of elaboration of the Political-Pedagogical Project of a day-care center in a city of São Paulo, during the period of 2016 and 2017. As methodology, action research collaborative, based on collective self-reflection with participatory character, democratic impulse and contribution to transformative action. Four teachers, two pedagogical coordinators and the director participated in the preparation of the Political-Pedagogical Project, however, the researcher participated in the HTPC's to discuss with the education professionals about their anxieties, conceptions, fears, expectations, doubts, proposals, experiences, projects, heed and records of everyday actions, as well as observe them in some of their moments with the children in their classrooms and other spaces of the nursery. For the rescue of the memories during the meetings of HTPC, the photographic records of the years of 2013 (project) and 2014 (portfolio) were used as an auxiliary tool. We selected four axis of analysis: 1) Daycare education professionals: a respectful relationship, in which, it was verified that there is complicity and esteem in the experiences of each other, in the collective action in favor of the educating and institutional care; 2) Period of adaptation of the EMEI Flor: process of reorganization, the tastes and preferences of the children were considered, rethinking the daily life according to their arrival, offering them attractive activities, besides establishing a new attentive format between: education professionals/families, education professionals/children and children/children; 3) Educate and care in the EMEI Flor spaces: inseparable functions, when, it was verified that the protagonists visualized the use of "old" school spaces as suitable places for other proposals, besides those that are bureaucratically determined, as well as the fact that children, when they are received and attended in organized, attractive and motivating spaces, construct positive references about them to respect each production on display, interact, socialize and to contribute to their maintenance. 4) The EMEI Flor's Political- Pedagogical Project: phases of its elaboration, in this one, the activities adapted to each age were discussed and the need for them to be planned, discussed and evaluated, based on the professional rescue of experiences, written records, video and photographic, acquiring an invaluable meaning for each education professional. Therefore, the present study allowed us to verify that, in the EMEI Flor, there was a formation in democratic space, starting from the frequent dialogues in the moments of HTPC's, bringing conditions facilitating a critical reflection on the experiences and experiences of these protagonists, making them coresponsible and coparticipant in systematization and organization of the Political-Pedagogical Project, thus conceiving the day care as a legitimate, meaningful and intentional instance of educational work
The challenge of this research is to demystify the assistencialist vision of the day-care center, emphasizing the educational feature, since it has always been linked to a service offered to the low income population to supply the demand of women / mothers who entered the job market. The purpose of this thesis is to legitimize the nursery in the binomial education and care, provided for in the LDB (Law of Guidelines and Bases of National Education) under No. 9394/96 and, therefore, needs to present clearly and accurately, the document guiding the pedagogical proposal, which is consolidated in the Political-Pedagogical Project. Therefore, the objective of this research was to follow up, analyze and collaborate with the process of elaboration of the Political-Pedagogical Project of a day-care center in a city of São Paulo, during the period of 2016 and 2017. As methodology, action research collaborative, based on collective self-reflection with participatory character, democratic impulse and contribution to transformative action. Four teachers, two pedagogical coordinators and the director participated in the preparation of the Political-Pedagogical Project, however, the researcher participated in the HTPC's to discuss with the education professionals about their anxieties, conceptions, fears, expectations, doubts, proposals, experiences, projects, heed and records of everyday actions, as well as observe them in some of their moments with the children in their classrooms and other spaces of the nursery. For the rescue of the memories during the meetings of HTPC, the photographic records of the years of 2013 (project) and 2014 (portfolio) were used as an auxiliary tool. We selected four axis of analysis: 1) Daycare education professionals: a respectful relationship, in which, it was verified that there is complicity and esteem in the experiences of each other, in the collective action in favor of the educating and institutional care; 2) Period of adaptation of the EMEI Flor: process of reorganization, the tastes and preferences of the children were considered, rethinking the daily life according to their arrival, offering them attractive activities, besides establishing a new attentive format between: education professionals/families, education professionals/children and children/children; 3) Educate and care in the EMEI Flor spaces: inseparable functions, when, it was verified that the protagonists visualized the use of "old" school spaces as suitable places for other proposals, besides those that are bureaucratically determined, as well as the fact that children, when they are received and attended in organized, attractive and motivating spaces, construct positive references about them to respect each production on display, interact, socialize and to contribute to their maintenance. 4) The EMEI Flor's Political- Pedagogical Project: phases of its elaboration, in this one, the activities adapted to each age were discussed and the need for them to be planned, discussed and evaluated, based on the professional rescue of experiences, written records, video and photographic, acquiring an invaluable meaning for each education professional. Therefore, the present study allowed us to verify that, in the EMEI Flor, there was a formation in democratic space, starting from the frequent dialogues in the moments of HTPC's, bringing conditions facilitating a critical reflection on the experiences and experiences of these protagonists, making them coresponsible and coparticipant in systematization and organization of the Political-Pedagogical Project, thus conceiving the day care as a legitimate, meaningful and intentional instance of educational work
Descrição
Palavras-chave
Creche, HTPC, Pesquisa-ação colaborativa, Prática reflexiva colaborativa, Projeto Político-Pedagógico, Nursery, Collaborative action research, Reflective collaborative practice, Political-Pedagogical Project