Atividade de estudo para a formação teórica de professores: implicações para a organização de um currículo humanizador na creche
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Data
2022-03-09
Autores
Akuri, Juliana Guimarães Marcelino
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Uma educação intencionalmente voltada à plenitude do desenvolvimento humano das crianças desde o começo da vida requer do professor a apreensão crítica do trabalho docente, compreendido na universalidade das questões que o envolvem e condicionam, para orientar sua atuação consciente na organização de um currículo que seja humanizador. Com essa defesa, a presente investigação inscreve-se como um estudo teórico-empírico, fundamentado no materialismo histórico-dialético, em resposta ao seguinte problema: A efetivação da Atividade de Estudo – tal como teorizada por Davídov (1988a; 1988b; 1999) – com professores pode ser meio de formação teórica no processo de configuração de uma proposta educativa intencionalmente dirigida à plenitude da formação humana das crianças desde bebês? Destaca-se como objetivo geral a análise da proposição, da efetivação e das implicações desse processo formativo estruturado a partir das ações que compõem a Atividade de Estudo como meio para o desenvolvimento do pensamento teórico das professoras atuantes em uma creche municipal do interior paulista, visando à organização de uma proposta educativa humanizadora. Da análise do trabalho docente na organização do currículo em suas dimensões singular-particular-universal, e à luz da Teoria Histórico-Cultural, elaborou-se um modelo teórico, que buscou refletir o sistema de relações essenciais que constituem esse trabalho voltado às máximas possibilidades de aprendizagem e desenvolvimento, formado pela atividade da criança, a atividade do professor – que envolve escolha e organização de espaços, materiais, tempos e relações –, a relação com a cultura como fonte de desenvolvimento de ambos e a concretização, pelo professor, de ações interventivas ou mediadoras capazes de transformar e qualificar a relação das crianças com o mundo. Esse modelo foi empregado como unidade de análise do trabalho docente sob a intervenção da Atividade de Estudo, organizada em Encontros de Formação Continuada, por meio da qual as professoras puderam se aproximar da forma teórica de pensar seu próprio trabalho na organização de um currículo desenvolvente na creche, a partir da apropriação do conceito de humanização. Esse processo revelou o movimento de ascensão do abstrato ao concreto vivenciado tanto pelas professoras, no decorrer da Atividade de Estudo, quanto pela pesquisadora, no contexto geral da pesquisa. Os resultados apontam para o valor da Atividade de Estudo como meio de formação teórica de professores, o que envolve a apropriação de conhecimentos científicos relativos ao seu trabalho pela via do pensamento teórico, processo capaz de transformar qualitativamente a consciência do professor, oferecendo condições para a composição e efetivação de um currículo humanizador na creche.
An education intentionally focused on the fullness of the human development of children from the beginning of life requires the teacher to critically apprehend the teaching work, understood in the universality of the issues that involve and condition it, to guide their conscious action in the organization of a curriculum that is humanizing. With this defense, the present investigation is inscribed as a theoretical-empirical study, based on historical-dialectical materialism, in response to the following problem: The effectiveness of the Learning Activity - as theorized by Davídov (1988a; 1988b; 1999) - with teachers can be a means of theoretical education in the process of configuring an educational proposal intentionally directed at the fulness of the humanization of the children from babies? As a general objective, the analysis of the proposition, implementation and implications of this formative process structured from the actions that make up the Learning Activity as a means for the development of the theoretical thinking of teachers working in a municipal day care center in the interior of São Paulo, aiming at the organization of a humanizing educational proposal. From the analysis of teaching work in the organization of the curriculum in its singular-particular-universal dimensions, and in the light of the Historical-Cultural Theory, a theoretical model was elaborated, which sought to reflect the system of essential relationships that constitute this work aimed at maximum possibilities of learning and development, formed by the child's activity, the teacher's activity – which involves choosing and organizing spaces, materials, times and relationships –, the relationship with culture as a source of development of both and the realization, by the teacher, of interventional or mediating actions capable of transforming and qualifying children's relationship with the world. This model was used as a unit of analysis of the teaching work under the intervention of the Learning Activity, organized in Continuing Education Meetings, through which the teachers were able to approach the theoretical way of thinking about their own work in the organization of a developmental curriculum in the daycare center, based on the appropriation of the concept of humanization. This process revealed the movement from the abstract to the concrete experienced both by the teachers, during the Learning Activity, and by the researcher, in the general context of the research. The results point to the value of the Learning Activity as a means of theoretical education of teachers, which involves the appropriation of scientific knowledge related to their work through theoretical thinking, a process capable of qualitatively transforming the teacher's consciousness, offering conditions for the composition and implementation of a humanizing curriculum in daycare center.
An education intentionally focused on the fullness of the human development of children from the beginning of life requires the teacher to critically apprehend the teaching work, understood in the universality of the issues that involve and condition it, to guide their conscious action in the organization of a curriculum that is humanizing. With this defense, the present investigation is inscribed as a theoretical-empirical study, based on historical-dialectical materialism, in response to the following problem: The effectiveness of the Learning Activity - as theorized by Davídov (1988a; 1988b; 1999) - with teachers can be a means of theoretical education in the process of configuring an educational proposal intentionally directed at the fulness of the humanization of the children from babies? As a general objective, the analysis of the proposition, implementation and implications of this formative process structured from the actions that make up the Learning Activity as a means for the development of the theoretical thinking of teachers working in a municipal day care center in the interior of São Paulo, aiming at the organization of a humanizing educational proposal. From the analysis of teaching work in the organization of the curriculum in its singular-particular-universal dimensions, and in the light of the Historical-Cultural Theory, a theoretical model was elaborated, which sought to reflect the system of essential relationships that constitute this work aimed at maximum possibilities of learning and development, formed by the child's activity, the teacher's activity – which involves choosing and organizing spaces, materials, times and relationships –, the relationship with culture as a source of development of both and the realization, by the teacher, of interventional or mediating actions capable of transforming and qualifying children's relationship with the world. This model was used as a unit of analysis of the teaching work under the intervention of the Learning Activity, organized in Continuing Education Meetings, through which the teachers were able to approach the theoretical way of thinking about their own work in the organization of a developmental curriculum in the daycare center, based on the appropriation of the concept of humanization. This process revealed the movement from the abstract to the concrete experienced both by the teachers, during the Learning Activity, and by the researcher, in the general context of the research. The results point to the value of the Learning Activity as a means of theoretical education of teachers, which involves the appropriation of scientific knowledge related to their work through theoretical thinking, a process capable of qualitatively transforming the teacher's consciousness, offering conditions for the composition and implementation of a humanizing curriculum in daycare center.
Descrição
Palavras-chave
Educação, Educação infantil, Atividade de estudo e formação teórica de professores, Currículo na creche, Materialismo histórico-dialético, Teoria histórico-cultural, Education, Child education, Learning activity and theoretical education of teachers, Curriculum at daycare center, Historical-dialectical materialism, Historical-cultural theory
Como citar
AKURI, Juliana Guimarães Marcelino. Atividade de estudo para a formação teórica de professores: implicações para a organização de um currículo humanizador na creche. Universidade Estadual Paulista (Unesp), 2022.