O ensino de ciências na educação infantil: análise de práticas docentes na abordagem metodológica da pedagogia histórico-crítica
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Data
2007-06-27
Autores
Zuquieri, Rita de Cássia Bastos [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa efetivou-se com o objetivo de responder a seguinte questão: Práticas docentes no Ensino de Ciências na Educação Infantil desenvolvidas através dos passos metodológicos da Pedagogia Histórico-Crítica, propiciam um processo de ensino e aprendizagem de qualidade para professores e alunos? Diante da questão proposta, escolhemos para desenvolvimento metodológico a Pesquisa-Ação, segundo Thiollent (2004), por ser um referencial que propicia a participação ativa do grupo e envolve a comunidade local como um todo, propósito este de uma educação emancipatória inspirada na Pedagogia Histórico-Crítica. A etapa de Diagnóstico constou da apresentação do projeto de pesquisa na escola e de duas entrevistas iniciais com as professoras participantes. A etapa de Intervenção tratou da Prática Social Inicial, Problematização e Instrumentalização e a etapa de Avaliação da Catarse e da Prática Social Final. Os passos metodológicos da Pedagogia Histórico-Crítica se articulam às etapas da Pesquisa-Ação, fornecendo condições favoráveis um quadro estruturado para pesquisa. O conteúdo escolhido para a intervenção foi o Lixo, assunto importante, que envolve diretamente os alunos, as famílias, a escola e a comunidade. Como resultados da pesquisa concluímos que a prática docente à luz da metodologia da Pedagogia Histórico-Crítica, efetivada na educação Infantil no âmbito do Ensino de Ciências, efetiva - se num processo de ensino e aprendizagem de qualidade superior para professores e alunos. Os relatórios e entrevistas, bem como a própria ação pedagógica das professoras participantes, esclarecem tal afirmação juntamente com a prática social final realizada pelas crianças em forma de texto e garantem o resultado relevante da pesquisa.
To present research it was executed with the objective of answering the following subject: Done educational practices in the teaching of Sciences in the infantile. Education develop Through the methodological steps of the Pedagogy Historical-Criticize, to propitiate a teaching process and learning high quality to teachers and students? Before the proposed problem we chase for methodological development the research-action, second. Thiollent (2004), to be a reference that propitiates the participation it activates of the group in involved the locality community as a whole, purpose this of an educational inspired to emancipate in the Pedagogy Historical-Critic. The diagnosis stage consisted of the presentation of the research project in the school and of your initial interviews with the participant teachers. The intervention stage treated of the practice social initial, problem and Instrumentalização, and the one of the Evaluation trialed of the catharsis and of the finish social practice. The methodological steps of the Pedagogy Historical-Critic they articulate to the stages of the research-action, supply favorable conditions structural picture for the research chosen. The content for the intervention(rubbish) subject important, what involve the students direcly, family, the school and the community. As results of the research can end that the educational practice to the light of the methodology of the Pedagogy Historical-Critic, in the Infantile Education in the ambit of the teaching of Sciences produces a teaching process and learning high quality for teachers and students, because the reports. As well as the participant teachers own pedagogy action clears such statement and the practice social end also accomplished by the children in text form they guarantee the important result of the research. Another factor of importance for the positive result the research was that soon after the end of the intervention.
To present research it was executed with the objective of answering the following subject: Done educational practices in the teaching of Sciences in the infantile. Education develop Through the methodological steps of the Pedagogy Historical-Criticize, to propitiate a teaching process and learning high quality to teachers and students? Before the proposed problem we chase for methodological development the research-action, second. Thiollent (2004), to be a reference that propitiates the participation it activates of the group in involved the locality community as a whole, purpose this of an educational inspired to emancipate in the Pedagogy Historical-Critic. The diagnosis stage consisted of the presentation of the research project in the school and of your initial interviews with the participant teachers. The intervention stage treated of the practice social initial, problem and Instrumentalização, and the one of the Evaluation trialed of the catharsis and of the finish social practice. The methodological steps of the Pedagogy Historical-Critic they articulate to the stages of the research-action, supply favorable conditions structural picture for the research chosen. The content for the intervention(rubbish) subject important, what involve the students direcly, family, the school and the community. As results of the research can end that the educational practice to the light of the methodology of the Pedagogy Historical-Critic, in the Infantile Education in the ambit of the teaching of Sciences produces a teaching process and learning high quality for teachers and students, because the reports. As well as the participant teachers own pedagogy action clears such statement and the practice social end also accomplished by the children in text form they guarantee the important result of the research. Another factor of importance for the positive result the research was that soon after the end of the intervention.
Descrição
Palavras-chave
Ciências (Primeiro grau), Educação
Como citar
ZUQUIERI, Rita de Cássia Bastos. O ensino de ciências na educação infantil: análise de práticas docentes na abordagem metodológica da pedagogia histórico-crítica. 2007. 200 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências, 2007.