A formação do pedagogo e o desenvolvimento da educação emocional nas crianças pequenas
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2024-02-19
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação foi produzida junto ao Programa de Pós-Graduação da Faculdade de Ciências e Tecnologia – Unesp - Campus de Presidente Prudente e está vinculada à linha de pesquisa “Processos Formativos, Infância e Juventude”. A pesquisa contou com o financiamento da Coordenação de Aperfeiçoamento de Pessoal Nível Superior (CAPES). Por meio desta pesquisa, procuramos investigar e analisar se os processos de formação inicial e continuada têm garantido aos pedagogos uma base teórica para o desenvolvimento de uma educação emocional com as crianças pequenas no contexto educacional do Município de Presidente Prudente. Os objetivos específicos consistiram em: aprofundar os estudos sobre a educação emocional na formação do pedagogo, e também a base teórica em relação à educação emocional das crianças pequenas; investigar quais bases teóricas alicerçam a formação inicial e continuada dos pedagogos e quais implicações geram para a prática educativa, no que se refere à educação emocional das crianças pequenas no município de Presidente Prudente; e oferecer pistas e subsídios que justifiquem a indispensabilidade da educação emocional, principalmente, no processo de formação dos pedagogos aprimorando assim a qualidade da educação de crianças pequenas. Tomamos como referência as obras e a teoria de Vygotsky. Para atingir os objetivos propostos, a investigação teve seu percurso delineado pela abordagem qualitativa, utilizando como procedimento metodológico, preliminarmente, um levantamento bibliográfico na base de dados da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). Após o levantamento inicial do material, realizado os procedimentos de inclusão e exclusão, passamos à análise na íntegra das teses e dissertações. Os trabalhos investigados revelaram que a formação de professores, com foco na educação emocional, ainda é um vasto campo de possibilidades de pesquisa, principalmente com relação àquelas que considerem e integrem o professorado em suas ações efetivas de reflexão, busca e aperfeiçoamento. Tivemos como instrumento de pesquisa a aplicação de um questionário, do qual participaram 10 professoras que atuam nas escolas do município Presidente Prudente na Educação Infantil. Tabulamos os dados à luz da análise de conteúdo, formando categorias para olharmos para os resultados da investigação. Estabelecidas as categorias, os dados foram analisados tendo por base a Teoria Histórico-Cultural. Identificamos que o professor realiza um trabalho fundamental para a formação integral da criança, considerando a educação emocional, visto que esse profissional influencia no desenvolvimento da personalidade e capacidades da criança pequena, tornando-se aspecto fundamental para a formação do ser humano. Entretanto, é indispensável no processo de formação inicial e continuada criar as bases teóricas e as condições para que o pedagogo possa reconhecer o seu aspecto emocional e contribuir para a educação emocional das crianças pequenas. Ainda, identificamos questões para além da formação docente que afetam uma educação emocional em sala de aula, como a problemática de falta de estrutura física, falta de adultos para apoio em sala de aula, ausência de uma boa relação da família, entre outros pontos. Assim, pesquisas que abordem esses outros fatores são urgentes para que possamos analisar o tema mais cuidado.
This dissertation was produced within the Postgraduate Program of the Faculty of Science and Technology – Unesp - Presidente Prudente Campus and is linked to the research line “Training Processes, Childhood and Youth”. The research was funded by the Coordination for the Improvement of Higher Education Personnel (CAPES). Through this research, we seek to investigate and analyze whether the initial and continuing training processes have guaranteed pedagogues a theoretical basis for the development of emotional education with young children in the educational context of the Municipality of Presidente Prudente. The specific objectives consisted of: deepening studies on emotional education in pedagogue training, and also the theoretical basis in relation to the emotional education of young children; investigate what theoretical bases underpin the initial and continued training of pedagogues and what implications they generate for educational practice, with regard to the emotional education of young children in the municipality of Presidente Prudente; and offer clues and subsidies that justify the indispensability of emotional education, mainly in the process of training pedagogues, thus improving the quality of education for young children. We take Vygotsky's works and theory as a reference. To achieve the proposed objectives, the investigation had its course outlined by a qualitative approach, using as a methodological procedure, preliminarily, a bibliographic survey in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD). After the initial survey of the material, carrying out the inclusion and exclusion procedures, we proceeded to the full analysis of the theses and dissertations. The work investigated revealed that teacher training, with a focus on emotional education, is still a vast field of research possibilities, especially in relation to those that consider and integrate teachers in their effective actions of reflection, search and improvement. Our research instrument was the application of a questionnaire, in which 10 teachers who work in schools in the municipality of Presidente Prudente in Early Childhood Education participated. We tabulated the data in light of content analysis, forming categories to look at the results of the investigation. Once the categories were established, the data were analyzed based on the Historical-Cultural Theory. We identified that the teacher performs fundamental work for the integral formation of the child, considering emotional education, as this professional influences the development of the personality and capabilities of the young child, becoming a fundamental aspect for the formation of the human being. However, it is essential in the process of initial and continued training to create the theoretical bases and conditions so that the pedagogue can recognize their emotional aspect and contribute to the emotional education of young children. Furthermore, we identified issues beyond teacher training that affect emotional education in the classroom, such as the lack of physical structure, lack of adults for support in the classroom, lack of a good family relationship, among other points. Therefore, research that addresses these other factors is urgent so that we can analyze the topic more carefully.
This dissertation was produced within the Postgraduate Program of the Faculty of Science and Technology – Unesp - Presidente Prudente Campus and is linked to the research line “Training Processes, Childhood and Youth”. The research was funded by the Coordination for the Improvement of Higher Education Personnel (CAPES). Through this research, we seek to investigate and analyze whether the initial and continuing training processes have guaranteed pedagogues a theoretical basis for the development of emotional education with young children in the educational context of the Municipality of Presidente Prudente. The specific objectives consisted of: deepening studies on emotional education in pedagogue training, and also the theoretical basis in relation to the emotional education of young children; investigate what theoretical bases underpin the initial and continued training of pedagogues and what implications they generate for educational practice, with regard to the emotional education of young children in the municipality of Presidente Prudente; and offer clues and subsidies that justify the indispensability of emotional education, mainly in the process of training pedagogues, thus improving the quality of education for young children. We take Vygotsky's works and theory as a reference. To achieve the proposed objectives, the investigation had its course outlined by a qualitative approach, using as a methodological procedure, preliminarily, a bibliographic survey in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD). After the initial survey of the material, carrying out the inclusion and exclusion procedures, we proceeded to the full analysis of the theses and dissertations. The work investigated revealed that teacher training, with a focus on emotional education, is still a vast field of research possibilities, especially in relation to those that consider and integrate teachers in their effective actions of reflection, search and improvement. Our research instrument was the application of a questionnaire, in which 10 teachers who work in schools in the municipality of Presidente Prudente in Early Childhood Education participated. We tabulated the data in light of content analysis, forming categories to look at the results of the investigation. Once the categories were established, the data were analyzed based on the Historical-Cultural Theory. We identified that the teacher performs fundamental work for the integral formation of the child, considering emotional education, as this professional influences the development of the personality and capabilities of the young child, becoming a fundamental aspect for the formation of the human being. However, it is essential in the process of initial and continued training to create the theoretical bases and conditions so that the pedagogue can recognize their emotional aspect and contribute to the emotional education of young children. Furthermore, we identified issues beyond teacher training that affect emotional education in the classroom, such as the lack of physical structure, lack of adults for support in the classroom, lack of a good family relationship, among other points. Therefore, research that addresses these other factors is urgent so that we can analyze the topic more carefully.
Descrição
Palavras-chave
Educação emocional, Educação infantil, Criança, Formação de professores, Emotional education, Child education, Kid, Teacher training
Como citar
CARLOS, Michele da Silva. A formação do pedagogo e o desenvolvimento da educação emocional nas crianças pequenas. Orientador: José Miton de Lima. 2024. 118 f. Dissertação (Mestrado em Educação) - Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, Presidente Prudente, 2024.