(In)disciplina na Educação Infantil e a organização do trabalho na escola: concepções e práticas
Data
2019-08-06
Autores
Figueira, Evanileide Patrícia Lima [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo, vinculado a Linha de Pesquisa 2 - “Processos Formativos, Ensino e Aprendizagem”, é resultado de um trabalho investigativo que teve como pressuposto que as concepções dos professores e gestores sobre a infância, a criança e o comportamento infantil exercem papel determinante na organização do trabalho pedagógico da escola e no enfrentamento das questões relativas à (in) disciplina.. O problema de pesquisa que orientou essa investigação foi o de procurar entender como as relações existentes entre as concepções que orientam as práticas dos educadores, a (in) disciplina e a forma de organização escolar, interferem e determinam os procedimentos adotados na/pela escola ao cumprir o seu papel de instituição formativa. Vale destacar que a pesquisa realizada não buscou priorizar a análise da sala de aula (nível micro) ou das políticas públicas (nível macro), mas teve a instituição escolar (nível meso) e sua organização, como foco da investigação. A partir dessa perspectiva, a pesquisa realizada teve o objetivo de identificar e analisar como uma escola de Educação Infantil se organiza para trabalhar as questões disciplinares e como as concepções dos educadores interferem nessa organização. Como metodologia de investigação foi realizada uma pesquisa de campo com a finalidade de observar fatos e fenômenos da maneira como ocorriam na realidade da escola para coletar os dados referentes aos elementos observados e, posteriormente, analisá-los e interpretá-los, com base nos aportes teóricos que estruturaram todos os procedimentos adotados no decorrer da investigação. Foram utilizados também os seguintes instrumentos de coleta de dados: a observação in loco de uma escola municipal de Educação Infantil que possibilitou o contato direto com o fenômeno pesquisado; análise documental, procurando identificar nos documentos e registros escolares as possíveis relações entre as concepções dos educadores e os procedimentos adotados para enfrentamento das questões disciplinares; entrevistas semiestruturadas e; aplicação de questionários com a intenção de estabelecer a ligação entre o problema de pesquisa, os objetivos priorizados, e as concepções dos sujeitos que atuavam no espaço da investigação. Os resultados apontaram para a necessidade de romper com o silenciamento sobre a temática da (in) disciplina na Educação Infantil, e intensificar o foco das pesquisas sobre a organização da escola no enfrentamento aos desafios (in) disciplinares que perpassam o ambiente escolar, além de evidenciarem a importância da organização e localização dos espaços e dos recursos destinados às práticas pedagógicas para minimizar os problemas relativos às questões disciplinares. A análise dos dados coletados apontou também para a lacuna existente entre as necessidades formativas de professores e gestores sobre a temática da (in) disciplina e os estudos ofertados tanto na formação inicial, como nos momentos de formação continuada, onde praticamente inexistem estudos embasados teoricamente sobre essa área de conhecimento.
This study, linked to Research Line 2 - “Formative Processes, Teaching and Learning” results from investigative work based on the postulate that teachers’ and managers’ conceptions of childhood, children, and child behavior have a determinant role in the organization of pedagogical work at schools and on how matters related to (in)discipline are dealt with. The desire to understand the problem of indiscipline and its causes to ensure better learning and development conditions for the children in Early Childhood Education has determined how each step of this work was prioritized. The research problem that guided this investigation was finding a way to understand how existing relationships between the conceptions that guide the work of educators, (in)discipline, and the way the school is organized interfere and determine procedures adopted by/at the school in its role as an educational institution. It is important to note that this research has not aimed to prioritize the analysis of classroom (micro level) or public policies (macro level) but focused on the school (meso level) and its organization. From this perspective, it aimed to identify and analyze how an Early Childhood Education school is organized to handle disciplinary matters and how the educators’ conceptions interfere in this organization. The methodology for its investigation consisted of conducting field research in order to observe facts and phenomena as they happened in the reality of the school to collect data related to the elements being observed and later analyzing and interpreting it based on the theories that structured all procedures adopted throughout the investigation. The following instruments for data collection were used: in loco observation of a municipal Early Childhood Education school, which made direct contact with the studied phenomenon possible; document analysis in an attempt to identify in school documents and registries the educators’ conceptions and the procedures adopted for facing disciplinary matters; semi-structured interviews; and the application of questionnaires aiming to establish a connection between the research problem, prioritized objectives, and the conceptions of subjects acting in the space this investigation took place. Results point to the need to end the silence on the subject of (in)discipline in early childhood education and to intensify the focus of research on school organization when facing challenges related to (in)discipline in the school environment. They also show the importance of organization and of locating spaces and resources destined to pedagogical work to minimized problems related to disciplinary matters. Analysis of the data collected in this research also points to a gap between the teachers’ and managers’ training needs on the topic of (in)discipline and what they are given during their early training as well as during continuous training, as they are usually not given any training based on concrete theories on this area.
This study, linked to Research Line 2 - “Formative Processes, Teaching and Learning” results from investigative work based on the postulate that teachers’ and managers’ conceptions of childhood, children, and child behavior have a determinant role in the organization of pedagogical work at schools and on how matters related to (in)discipline are dealt with. The desire to understand the problem of indiscipline and its causes to ensure better learning and development conditions for the children in Early Childhood Education has determined how each step of this work was prioritized. The research problem that guided this investigation was finding a way to understand how existing relationships between the conceptions that guide the work of educators, (in)discipline, and the way the school is organized interfere and determine procedures adopted by/at the school in its role as an educational institution. It is important to note that this research has not aimed to prioritize the analysis of classroom (micro level) or public policies (macro level) but focused on the school (meso level) and its organization. From this perspective, it aimed to identify and analyze how an Early Childhood Education school is organized to handle disciplinary matters and how the educators’ conceptions interfere in this organization. The methodology for its investigation consisted of conducting field research in order to observe facts and phenomena as they happened in the reality of the school to collect data related to the elements being observed and later analyzing and interpreting it based on the theories that structured all procedures adopted throughout the investigation. The following instruments for data collection were used: in loco observation of a municipal Early Childhood Education school, which made direct contact with the studied phenomenon possible; document analysis in an attempt to identify in school documents and registries the educators’ conceptions and the procedures adopted for facing disciplinary matters; semi-structured interviews; and the application of questionnaires aiming to establish a connection between the research problem, prioritized objectives, and the conceptions of subjects acting in the space this investigation took place. Results point to the need to end the silence on the subject of (in)discipline in early childhood education and to intensify the focus of research on school organization when facing challenges related to (in)discipline in the school environment. They also show the importance of organization and of locating spaces and resources destined to pedagogical work to minimized problems related to disciplinary matters. Analysis of the data collected in this research also points to a gap between the teachers’ and managers’ training needs on the topic of (in)discipline and what they are given during their early training as well as during continuous training, as they are usually not given any training based on concrete theories on this area.
Descrição
Palavras-chave
Educação, Concepções sobre criança e infância, Educação Infantil, Organização do trabalho na escola, Indisciplina, Education, Conceptions on children and childhood, Organization of pedagogical work, Early childhood education, Indiscipline