Docência na educação infantil: proposta de formação continuada de professores desenvolvida em uma escola pública do município de Medianeira (PR)
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Data
2019-12-09
Autores
De Marco, Marilete Terezinha [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Trata se de Tese de Doutorado realizada junto ao Programa de Pós Graduação em Educação da Faculdade de Filosofia e Ciências, Unesp, Marília, SP, com foco em estudos sobre o valor da formação continuada de professores e suas implicações em relação à docência e às práticas educativas emancipadoras com as crianças pequenas. A atuação docente implica a apropriação de conhecimentos direcionados ao planejamento e à organização de ações educativas, intencionalmente voltadas ao envolvimento da criança naquilo que ela faz na escola, a fim de promover avanços no desenvolvimento de sua inteligência e personalidade. Na Educação Infantil, os processos de formação continuada fortalecem se por meio de estudos e intervenções desenvolvidos com a intenção de apropriação de princípios que elevem as possibilidades de êxito da atividade de ensino, dirigido à formação humana na infância. Envolvem se, nesses estudos, compreensões sobre as especificidades do desenvolvimento infantil, atividades por meio das quais a criança se humanize nos primeiros anos da vida e o papel do professor nesses processos. Essas argumentações fomentaram o problema da pesquisa: A formação continuada de professores, com subsídios teóricos e metodológicos fundamentados em especificidades da docência na Educação Infantil, pode oferecer instrumentalização para um trabalho pedagógico mais intencional e potencialmente humanizador e provocar transformação na prática educativa? A partir dele, elaboramos o objetivo geral da investigação: compreender se uma proposta de formação continuada, realizada com subsídios teóricos e metodológicos fundamentados em especificidades da docência na Educação Infantil, pode oferecer instrumentalização a um trabalho pedagógico humanizador e provocar transformações na prática educativa. Com abordagem qualitativa, o estudo envolveu pesquisa bibliográf ica em fontes digitais de informação para situar e aprofundar os entendimentos acerca do tema estudado. A partir da sistematização das considerações de diferentes produções científicas, fundamentamos a discussão de dados, produzidos durante as ações metodo lógicas desenvolvidas com cinco professoras parceiras, atuantes em turmas de Educação Infantil e demais profissionais da educação da instituição investigada. Houve entrevista semiestruturada, observação de situações educativas em duas etapas e proposta de encontros de formação continuada, elaborados com estudos de aspectos da Teoria Histórico Cultural para a Educação Infantil. O foco das reflexões foi a formação humana na infância, considerando os processos de aprendizagem e desenvolvimento da criança e o valor da brincadeira nesses processos. Apesar de não se evidenciar imediata transformação na prática educativa uma vez que o processo de apropriação de conhecimentos passa pela atividade externa e interna, necessariamente, não simultaneamente, de modo geral , os resultados investigativos apontam o processo de formação continuada como meio propício para criar oportunidades de espaços organizados para motivar estudos, discussões, reflexões, apropriações e revisões de concepções relativas à criança, ao papel do professor, à escola e à Educação Infantil, a fim de subsidiar práticas mediadoras de desenvolvimento humano, nos anos iniciais da vida. Essas motivações sustentam o desafio em relação aos programas continuados de formação de professores, tornando os oportunidades de ampliação de estudos dirigidos à tomada de consciência sobre o processo de humanização das crianças, desde o começo da vida.
This study is about a doctoral thesis accomplished at the Post Graduation Program at Education in São Paulo State University (UNESP) campus Marília, focusing studies about the continuing teacher education and its implications regarding to teaching and emancipating educational practices with the small children. The teacher performance implies the knowledge appropriation directed to the planning and organization of educational actions, intentionally turned to the child involvement in what she does at school, in order to promote advances in her intelligence and personality development. In Early Childhood Education, the continuing education processes strengthen themselves by studies and interventions developed aiming the appropriation of principles able to raise the chances of success of the teaching activity headed to the human formation at childhood. In these studies, are involved comprehensions about the childish development specificities, activities through the ones the child can humanize herself in the early years of life, and the teacher role in these processes. These arguments encouraged the research problem: The continuing teacher education, with theoretical and methodological aids based on specificities of the teaching at the Early Childhood Education can offer instrumentation for a pedagogical act more intentionally and potentially humanizing able to motivate transformation in the educational practice?. From this problem, the general research objective aimed to understand if a continuing teacher education fulfilled with theoretical and methodological aids based on specificities of the teaching at the Early Childhood Education could offer instrumentation for a pedagogical act more intentionally and potentially humanizing and motivate transformation in the educational practice. The study, developed with the qualitative approach involved bibliographical review in digital sources of information to situate and deepen the understandings on the studied theme. From the systematization of the scientific production considerations we based the data discussion that were produced during the methodological actions developed with the five partner teachers acting in Early Childhood Education classes and other education professionals from the investigated institution. There were half structured interview, observation of educational situations in two phases and a proposal of teacher education meetings elaborated with studies of the Cultural Historical Theory aspects for the Early Childhood Education. The reflection focus was the human education in childhood regarding to learning and the child development and the play value in these processes. Although it was not possible to evidence immediate changings in the educative practice considering the knowledge appropriation process goes through the external and internal activity, not simultaneously, in a general way the investigative results indicates the teacher education process as the propitious mean to create opportunities of organized spaces which can be able to motivate studies, discussions, reflections, appropriations and to review conceptions concerning the child, the teacher´s role, the school and the Early Childhood Education in order to subsidize mediation practices of the human development at the early years of life. These motivations sustain the challenge regarding to the continuing teacher education programs as opportunities to enlarge studies directed to awareness of the children humanizing process since the beginning of life.
This study is about a doctoral thesis accomplished at the Post Graduation Program at Education in São Paulo State University (UNESP) campus Marília, focusing studies about the continuing teacher education and its implications regarding to teaching and emancipating educational practices with the small children. The teacher performance implies the knowledge appropriation directed to the planning and organization of educational actions, intentionally turned to the child involvement in what she does at school, in order to promote advances in her intelligence and personality development. In Early Childhood Education, the continuing education processes strengthen themselves by studies and interventions developed aiming the appropriation of principles able to raise the chances of success of the teaching activity headed to the human formation at childhood. In these studies, are involved comprehensions about the childish development specificities, activities through the ones the child can humanize herself in the early years of life, and the teacher role in these processes. These arguments encouraged the research problem: The continuing teacher education, with theoretical and methodological aids based on specificities of the teaching at the Early Childhood Education can offer instrumentation for a pedagogical act more intentionally and potentially humanizing able to motivate transformation in the educational practice?. From this problem, the general research objective aimed to understand if a continuing teacher education fulfilled with theoretical and methodological aids based on specificities of the teaching at the Early Childhood Education could offer instrumentation for a pedagogical act more intentionally and potentially humanizing and motivate transformation in the educational practice. The study, developed with the qualitative approach involved bibliographical review in digital sources of information to situate and deepen the understandings on the studied theme. From the systematization of the scientific production considerations we based the data discussion that were produced during the methodological actions developed with the five partner teachers acting in Early Childhood Education classes and other education professionals from the investigated institution. There were half structured interview, observation of educational situations in two phases and a proposal of teacher education meetings elaborated with studies of the Cultural Historical Theory aspects for the Early Childhood Education. The reflection focus was the human education in childhood regarding to learning and the child development and the play value in these processes. Although it was not possible to evidence immediate changings in the educative practice considering the knowledge appropriation process goes through the external and internal activity, not simultaneously, in a general way the investigative results indicates the teacher education process as the propitious mean to create opportunities of organized spaces which can be able to motivate studies, discussions, reflections, appropriations and to review conceptions concerning the child, the teacher´s role, the school and the Early Childhood Education in order to subsidize mediation practices of the human development at the early years of life. These motivations sustain the challenge regarding to the continuing teacher education programs as opportunities to enlarge studies directed to awareness of the children humanizing process since the beginning of life.
Descrição
Palavras-chave
Educação, Educação infantil, Formação continuada de professores, Especificidades da docência na educação infantil, Education, Early childhood education, Continuing teacher education, Specificities of teaching in the early childhood education