O uso de atividades educacionais com bebês: percepções de graduandos de pedagogia
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Data
2020-02-27
Autores
Cruz, Girlene de Albuquerque [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A Lei de Diretrizes e Bases da Educação, promulgada em 1996, alterou a Educação Básica, incluindo nela a Educação Infantil – creche e pré-escola. A educação de bebês, aos poucos ganha destaque nos documentos subsequentes. A Base Nacional Comum Curricular de 2017 descreve conteúdos e objetivos para a Educação Infantil, incluindo a fase dos bebês (zero a dezoito meses). Mas será que a formação do professor tem acompanhado todas essas mudanças? Os futuros professores estão preparados para oferecer atividades educativas para essa faixa etária? Diante dessas questões, o objetivo deste trabalho foi verificar e analisara percepção dos alunos de Pedagogia sobre a formação inicial para o uso das atividades educacionais com os bebês. Participaram da pesquisa estudantes matriculados nos cursos de graduação em Pedagogia de uma universidade pública do Estado de São Paulo. A coleta de dados foi realizada por questionário, com questões fechadas e abertas, elaboradas com base na bibliografia da área como os seguintes temas: formação acadêmica; seu papel para a atuação junto a crianças de zero a dezoito meses de idade, percepções acerca do uso das atividades de vida diária, com brinquedos, música e equipamentos de playground. O questionário foi aplicado por meio eletrônico ou presencial e as respostas digitadas em planilhas da Plataforma Google, possibilitando a tabulação e análise dos dados. As questões abertas foram analisadas por seus conteúdos, as fechadas de múltipla escolha foram processadas através de estatística descritiva e para as que usaram a Escala Likert, calculou-se a média dos valores dados pelos participantes, resultando no valor que correspondia à percepção geral deles sobre a afirmação feita.Os resultados mostraram que há pouca diferença entre as percepções dos estudantes da fase inicial (que haviam cursado a primeira metade do curso) e da final (que já estavam na segunda metade). De maneira geral, os estudantes ainda vêem o atendimento educacional aos bebês como um direito social da mãe enquanto trabalha e não como uma instituição educativa objetivada para a educação dos bebês. A pesquisa revela a percepção dos alunos em relação ao processo seu formativo, bem como sua visão sobre a creche como etapa educacional do sistema de ensino brasileiro. Relacionam as atividades desenvolvidas na rotina da instituição com objetivos educacionais, com a necessidade de preparo e planejamento do professor, mas relatam que sua formação não contempla satisfatoriamente o atendimento educacional a bebês. Nesse sentido, os estudantes declararam ser importante uma formação pautada nos conhecimentos específicos para profissionais que trabalharão com a faixa etária de zero a dezoito meses, que incluem conhecimentos relacionados ao desenvolvimento integral da criança, tipo de atividades educativas a serem desenvolvidas, organização do espaço e do tempo e gestão de materiais.
The Education Guidelines and Bases Law, enacted in 1996, changed Basic Education, including Early Childhood Education - day care and preschool. The education of babies gradually gains prominence in subsequent documents. The 2017 Common National Curriculum Base describes contents and objectives for Early Childhood Education, including the baby phase (zero to eighteen months). But has teacher training kept up with all these changes? Are future teachers prepared to offer educational activities for this age group? In view of these questions, the objective of this study was to verify and analyze the perception of pedagogy students about the initial training for the use of educational activities with babies. Participating in the research were students enrolled in undergraduate courses in pedagogy at a public university in the State of São Paulo. Data collection was performed by questionnaire, with closed and open questions, elaborated based on the bibliography of the area with the following themes: academic education; its role for acting with children from zero to eighteen months of age, perceptions about the use of activities of daily living, with toys, music and playground equipment. The questionnaire was applied electronically or in person and the answers were typed into spreadsheets on the Google Platform, enabling tabulation and data analysis. Open questions were analyzed for their content, multiple choice closed questions were processed using descriptive statistics and for those who used the Likert scale, the average of the values given by the participants was calculated, resulting in the value that corresponded to their general perception of the statement made. The results showed that there is little difference between the perceptions of students in the initial phase (who had attended the first half of the course) and the final one (who were already in the second half). In general, students still see educational care for babies as a social right of the mother while working and not as an educational institution aimed at the education of babies. The research reveals the students' perception of their formative process, as well as their view of the day care center as an educational stage in the Brazilian education system. They relate the activities developed in the routine of the institution with educational objectives, with the need for preparation and planning of the teacher, but they report that their training does not satisfactorily contemplate the educational assistance to babies. In this sense, the students declared that training based on specific knowledge is important for professionals who will work with the age group from zero to eighteen months, which include knowledge related to the integral development of the child, type of educational activities to be developed, organization of space and time and materials management.
The Education Guidelines and Bases Law, enacted in 1996, changed Basic Education, including Early Childhood Education - day care and preschool. The education of babies gradually gains prominence in subsequent documents. The 2017 Common National Curriculum Base describes contents and objectives for Early Childhood Education, including the baby phase (zero to eighteen months). But has teacher training kept up with all these changes? Are future teachers prepared to offer educational activities for this age group? In view of these questions, the objective of this study was to verify and analyze the perception of pedagogy students about the initial training for the use of educational activities with babies. Participating in the research were students enrolled in undergraduate courses in pedagogy at a public university in the State of São Paulo. Data collection was performed by questionnaire, with closed and open questions, elaborated based on the bibliography of the area with the following themes: academic education; its role for acting with children from zero to eighteen months of age, perceptions about the use of activities of daily living, with toys, music and playground equipment. The questionnaire was applied electronically or in person and the answers were typed into spreadsheets on the Google Platform, enabling tabulation and data analysis. Open questions were analyzed for their content, multiple choice closed questions were processed using descriptive statistics and for those who used the Likert scale, the average of the values given by the participants was calculated, resulting in the value that corresponded to their general perception of the statement made. The results showed that there is little difference between the perceptions of students in the initial phase (who had attended the first half of the course) and the final one (who were already in the second half). In general, students still see educational care for babies as a social right of the mother while working and not as an educational institution aimed at the education of babies. The research reveals the students' perception of their formative process, as well as their view of the day care center as an educational stage in the Brazilian education system. They relate the activities developed in the routine of the institution with educational objectives, with the need for preparation and planning of the teacher, but they report that their training does not satisfactorily contemplate the educational assistance to babies. In this sense, the students declared that training based on specific knowledge is important for professionals who will work with the age group from zero to eighteen months, which include knowledge related to the integral development of the child, type of educational activities to be developed, organization of space and time and materials management.
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Palavras-chave
Formação inicial de professores, Educação infantil, Atividades educacionais, Educação de bebês, Initial teacher education, Child education, Educational activities, Baby education