Percepções de graduandos de Pedagogia sobre as atividades de vida diária na creche
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Data
2019-03-21
Autores
Scarlassara, Bárbara Solana [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo deste trabalho foi verificar a percepção dos alunos de Pedagogia sobre o papel das Atividades de Vida Diária (AVDs) no berçário para estimular o desenvolvimento da criança de zero a um ano e seis meses de idade que frequentam essa fase da educação. Participaram da pesquisa 124 alunos matriculados nos cursos de graduação em Pedagogia de uma universidade pública do Estado de São Paulo. A coleta de dados foi realizada através de um questionário, com questões fechadas e abertas, elaborado com base na bibliografia da área, tratando dos seguintes temas: formação acadêmica; o papel da formação para a atuação junto a crianças de zero a um ano e seis meses de idade; opiniões acerca da dualidade cuidado x educação no berçário e as condições materiais e de conhecimento (tempo, espaço e participação da criança) para o desenvolvimento das AVDs. A aplicação do questionário aconteceu por meio eletrônico, através da plataforma Google, após consentimento dos coordenadores dos cursos. Para a análise dos dados, as questões fechadas foram digitadas na planilha do Excel, possibilitando a tabulação e análise por meio de estatística descritiva. As questões abertas foram analisadas por seus conteúdos, de forma a se organizarem em categorias que receberam tratamento qualitativo, proporcionando a discussão das respostas no contexto em que estejam inseridas. Os dados da pesquisa mostraram que os graduandos consideram de extrema importância a realização das AVDs no berçário, mas que têm pouco conteúdo teórico-prático relacionado ao assunto, refletindo no entendimento de que essas atividades objetivam, principalmente, atender às necessidades fisiológicas da criança. Quanto às categorias que compõem as AVDs – higiene, alimentação e vestuário – constatou-se que há uma dificuldade em compreender a importância dos materiais que envolvem as tarefas, assim como da organização do espaço físico e participação da criança para o desenvolvimento da motricidade, postura, ações sobre os objetos, independência e autonomia. O conhecimento que os futuros professores possuem acerca do desenvolvimento infantil e o entendimento de que as práticas de cuidado proporcionam aprendizagens são aspectos fundamentais para determinar a eficácia do atendimento oferecido aos bebês. Conclui-se que, ao realizar as tarefas que fazem parte da rotina do berçário, que inclui as AVDs, os professores necessitam de formação específica, tanto inicial, quanto continuada. Diferentes áreas profissionais podem contribuir com esta tarefa, dentre elas a Terapia Ocupacional, que possui conhecimentos que podem auxiliar a instrumentalizar a prática dos pedagogos.
The objective of this study was to verify the perception of Pedagogy students about the role of Daily Life Activities (ADLs) in the nursery to stimulate the development of children from zero to one year and six months of age who attend this stage of education. A total of 124 students enrolled in undergraduate courses in Pedagogy from a public university in the State of São Paulo participated in the study. The data collection was done through a questionnaire, with closed and open questions, elaborated based on the bibliography of the area, dealing with the following subjects: academic formation; the role of training for working with children from zero to one year and six months of age; opinions about the duality of care and education in the nursery and the material and knowledge conditions (time, space and participation of the child) for the development of ADLs. The application of the questionnaire happened through electronic means, through the platform Google, after consent of the coordinators of the courses. For the analysis of the data, the closed questions were typed in the Excel spreadsheet, enabling the tabulation and analysis through descriptive statistics. The open questions were analyzed by their contents, in order to organize themselves in categories that received qualitative treatment, providing the discussion of the answers in the context in which they are inserted. The research data showed that the students consider the ADLs in the nursery to be extremely important, but they have little theoretical-practical content related to the subject, reflecting in the understanding that these activities are mainly aimed at meeting of the physiological needs of the child. Regarding the categories that make up the ADLs - hygiene, food and clothing - it was found that there is a difficulty in understanding the importance of the materials that involve the tasks, as well as the organization of the physical space and participation of the child for the development of the motricity, posture, actions on objects, independence and autonomy. The knowledge that future teachers have about child development and the understanding that care practices provide learning are key aspects in determining the effectiveness of care offered to infants. It is concluded that in performing the tasks that are part of the nursery routine, which includes the ADLs, teachers need specific training, both initial and continuing. Different professional areas can contribute to this task, among them Occupational Therapy, which has knowledge that can help to instrumentalize the practice of pedagogues.
The objective of this study was to verify the perception of Pedagogy students about the role of Daily Life Activities (ADLs) in the nursery to stimulate the development of children from zero to one year and six months of age who attend this stage of education. A total of 124 students enrolled in undergraduate courses in Pedagogy from a public university in the State of São Paulo participated in the study. The data collection was done through a questionnaire, with closed and open questions, elaborated based on the bibliography of the area, dealing with the following subjects: academic formation; the role of training for working with children from zero to one year and six months of age; opinions about the duality of care and education in the nursery and the material and knowledge conditions (time, space and participation of the child) for the development of ADLs. The application of the questionnaire happened through electronic means, through the platform Google, after consent of the coordinators of the courses. For the analysis of the data, the closed questions were typed in the Excel spreadsheet, enabling the tabulation and analysis through descriptive statistics. The open questions were analyzed by their contents, in order to organize themselves in categories that received qualitative treatment, providing the discussion of the answers in the context in which they are inserted. The research data showed that the students consider the ADLs in the nursery to be extremely important, but they have little theoretical-practical content related to the subject, reflecting in the understanding that these activities are mainly aimed at meeting of the physiological needs of the child. Regarding the categories that make up the ADLs - hygiene, food and clothing - it was found that there is a difficulty in understanding the importance of the materials that involve the tasks, as well as the organization of the physical space and participation of the child for the development of the motricity, posture, actions on objects, independence and autonomy. The knowledge that future teachers have about child development and the understanding that care practices provide learning are key aspects in determining the effectiveness of care offered to infants. It is concluded that in performing the tasks that are part of the nursery routine, which includes the ADLs, teachers need specific training, both initial and continuing. Different professional areas can contribute to this task, among them Occupational Therapy, which has knowledge that can help to instrumentalize the practice of pedagogues.
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Palavras-chave
Educação infantil, Berçário, Atividades de vida diária, Formação de professores, Terapia ocupacional