Educação infantil inclusiva e promotora de desenvolvimento: a dialética entre o pensar e o agir do professor
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Data
2010-05-28
Autores
Andrade, Jaqueline Tadorov de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A abordagem da Teoria Histórico-Cultural estabelece princípios para que ocorra uma educação promotora de desenvolvimento humano dentro das escolas. Planejar uma ação docente significa pensar sobre a criança, quais são seus direitos como ser social e humano, como ela adquire conhecimentos e quais as práticas pedagógicas que possibilitam isso. Quando falamos em garantir acesso à cultura, cabe-nos pensar também no contexto da escola inclusiva, na qual as crianças com certas diferenciações de aprendizagens ou público-alvo da Educação Especial possam ser consideradas de fato nessa garantia. Dessa forma, a atuação do professor na diversidade faz toda diferença, assumindo um papel de mediador de todas as propostas de aprendizagem. Diante dessas questões, a presente pesquisa teve como objetivo, analisar o pensar do professor de Educação Infantil frente ao processo de inclusão, os métodos e estratégias que permeiam sua prática docente, sua formação para essa atuação, bem como se há a existência de postura reflexiva sobre a formação humana e os direitos das crianças, direitos esses que precisam ser respeitados e garantidos, para que haja o pleno desenvolvimento das qualidades humanas. Como procedimento metodológico foi realizada revisão da literatura produzida na área, bem como pesquisa de campo por meio de entrevista semiestruturada, com professoras de três escolas da rede municipal de Marília, São Paulo, sendo duas professoras de cada uma. A entrevista abrangeu aspectos sobre a formação das professoras para atuarem no contexto inclusivo, suas estratégias metodológicas, intencionalidades nas propostas de conteúdos, concepções que trazem sobre a infância, bem como a importância atribuída por elas à Educação Infantil para o desenvolvimento de um sujeito ativo. As narrativas das professoras permitiram reflexões e revelaram que a escola inclusiva de Educação Infantil precisa ser repensada em seus processos educacionais, e que tanto escola quanto professor encontram-se despreparados para atenderem a diversidade do público que passa por ela.
The approach of historical-cultural theory establishes principles for na education that promots human development within schools. Planning a teaching action means thinking about the child, what are their rights as a social and human being, how they acquire knowledge and what pedagogical practices make it possible. When it comes to guaranteeing access to culture, it i salso importante to consider, in the context of na inclusive school, in which children with certain leaming diferences or Paee may be included in this guarantee. In this way, the teacher’s role in diversity makes all the difference, assumng a role of mediator of all learning proposals. In view of all these issues, the presente research aims to analyze the pedagogical practice of the preschool teacher before the inclusion process, that is, what he thinks about it, his methods and strategies, his training for it, and there is a reflexive posture about human formation and the rights of children, which rights must be respected in order for the full development of human qualities. As a methodological procedure, a bibliographical survey through a semi structured interview with teachers from three schools of the municipal network of Marília, two teachers from each. The interview included aspects about the training of teachers to act in the inclusive contexto, their methodological strategies, intentionalities in the contente proposals, conceptions that they bring about childhood, as well as the importance attributed by them to early childhood education for the development of na active subject.The teachers narratives allowed reflections and revealed how inclusive the school of child educational processes, and that both school and prifessor are unprepared to attend to the diversity of the public that passes through it.
The approach of historical-cultural theory establishes principles for na education that promots human development within schools. Planning a teaching action means thinking about the child, what are their rights as a social and human being, how they acquire knowledge and what pedagogical practices make it possible. When it comes to guaranteeing access to culture, it i salso importante to consider, in the context of na inclusive school, in which children with certain leaming diferences or Paee may be included in this guarantee. In this way, the teacher’s role in diversity makes all the difference, assumng a role of mediator of all learning proposals. In view of all these issues, the presente research aims to analyze the pedagogical practice of the preschool teacher before the inclusion process, that is, what he thinks about it, his methods and strategies, his training for it, and there is a reflexive posture about human formation and the rights of children, which rights must be respected in order for the full development of human qualities. As a methodological procedure, a bibliographical survey through a semi structured interview with teachers from three schools of the municipal network of Marília, two teachers from each. The interview included aspects about the training of teachers to act in the inclusive contexto, their methodological strategies, intentionalities in the contente proposals, conceptions that they bring about childhood, as well as the importance attributed by them to early childhood education for the development of na active subject.The teachers narratives allowed reflections and revealed how inclusive the school of child educational processes, and that both school and prifessor are unprepared to attend to the diversity of the public that passes through it.
Descrição
Palavras-chave
Educação, Educação infantil, Inclusão escolar, Teoria histórico-cultural, Promoção de desenvolvimento, Educacion, Early childhood education, School inclusion, Historical-cultural theory, Development promotion