Formação Continuada em Serviço para professores da educação infantil sobre o brincar
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Data
2016-02-23
Autores
Sant´Anna, Maria Madalena Moraes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O brincar e as brincadeiras na infância são atividades significativas para alcançar o processo de aprendizagem da criança e a atuação do professor com o público-alvo de Educação Especial na educação infantil deve ser realizada com parcerias colaborativas e reflexivas entre os profissionais da Saúde e Educação. Este estudo teve como objetivo elaborar uma Formação Continuada em Serviço para professores da Educação Infantil, para o ensino comum das escolares regulares do ensino público, focando as brincadeiras de crianças público-alvo da Educação Especial. Foram desenvolvidas estratégias que facilitaram a participação e o aprendizado nas brincadeiras propostas no planeja¬mento pedagógico do professor, por meio do conhecimento de como esta criança brinca na escola e em sua casa, a partir de um Projeto Pedagógico individualizado (PPI), com ênfase na necessi¬dade de garantir o espaço lúdico para este público-alvo no centro de educação infantil municipal (CMEI). Os procedimentos metodológicos foram baseados no Método Desenvolvimento, que envolveram quatro fases operacionais: 1) Análise do Contexto, 2) Concepção do Objeto, 3) Prepa¬ração e 4) Desenvolvimento. Na Fase Operacional 1, participaram três crianças, uma mãe e dois pais, uma auxiliar de supervisão, uma diretora, todos de uma mesma CMEI, e 34 professores de seis CMEI do município que atuavam com o público-alvo da Educação Especial, sendo identifi¬cada a percepção sobre o brincar, estratégias e recursos utilizados pelo professor para conhecer e mediar as capacidades e o interesse da criança em brincar, por meio de entrevistas e de filmagem da atuação do professor com as crianças nas brincadeiras em três contextos escolares: sala, pátio e com o brinquedo trazido de casa. Nas Fases Operacionais 2 e 3, participaram duas crianças, oito professores, uma auxiliar de supervisão e uma diretora. Foram usados os dados advindos da 1ª e 2ª entrevistas e dez filmagens iniciais da atuação da professora. Foi verificada a falta de estratégia da professora, inviabilizando o incentivo ao interesse e a redução da dispersão para melhorar o envolvimento nas brincadeiras. Na Fase Operacional 4, que correspondeu à Formação Continuada em Serviço, foi realizada a filmagem da atuação da pesquisadora junto à professora em sala, com reu¬niões, inicialmente, semanais e, posteriormente quinzenais, com as duplas de professoras das duas crianças. Na perspectiva de elaborar estratégias conforme as habilidades e as competências das crianças do público-alvo da Educação Especial desenvolveu-se o PPI para viabilizar a redução da assistência do professor e aumentar a participação das crianças nas brincadeiras. Concluiu-se que este modelo de Formação Continuada em Serviço, baseado nas necessidades individuais do público-alvo da Educação Especial, bem como sustentado no dia a dia do contexto escolar para alcançar um autogerenciamento do professor para a elaboração do Planejamento Educacional Individualizado, deve ser realizado em cinco etapas: 1) Conhecer a demanda do professor; 2) Identificar as necessidades do público-alvo da Educação Especial na perspectiva da família; 3) Atuar juntamente com o professor em sala nas atividades em que ele tenha dificuldade; 4) Elaborar um planejamento Pedagógico Individualizado a partir das compe¬tências das crianças; 5) Construir estratégias para as situações planejadas para facilitar o processo ensino-aprendizagem.
Playing and types of play in childhood are meaningful activities for a child's learning process. A teacher’s performance towards Special Education target audience in early childhood education should be done in collaborative partnerships with health and education professionals. This study aimed at developing an In-Service Training Program for Early Childhood Education teachers of public regular schools, focusing on the play of children in Special Education. Strategies facilitating the participation and the learning process in the plays stated in the educational planning book were developed using the information on how the child plays at school and at home, from an Individualized Education Program, emphasizing the need for a play area for that target audience in the municipal early childhood education center (Centro Municipal de Educação Infantil - CMEI). Methodological procedures were based on the Development Method, which involved four operational steps: 1) Context Analysis, 2) Object Design, 3) Preparation, and 4) Development. Participants in Operational Step 1 were three children, a mother and two fathers, a supervisory assistant, one school principal, all of them from the same CMEI, and 34 teachers from six different CMEIs who worked with the special education target audience identifying the perception of the play, strategies and resources used by the teacher to understand and mediate child’s capabilities and interests play, through interviews and video recording the teacher’s performance with children while playing in three school contexts: in the classroom, during recess and playing with a toy brought from home. In the Operational Steps 2 and 3, participants were two children, eight teachers, a supervisory assistant and a principal. Data from 1st and 2nd interviews and ten first videos of the teacher's performance were used. Lack of strategy from the teacher was noticed, preventing the stimulus of children’s interest and attention span to improve engagement in play. In Operational Step 4, which corresponded to the In-Service Training, a video of the researcher's performance with the teacher in the classroom and in meetings (initially weekly and later every two weeks) with both teachers of the two children was made. In order to develop strategies according to the abilities and skills of children in the target audience in Special Education, the IEP was developed to enable the reduction of a teacher's assistance to children and increase their participation in play. The study concluded that the In-Service Training Program, based on the individual needs of the target audience in Special Education and underpinned on a daily basis of the school context to meet a teacher's self-management on preparing the Individualized Education Program should be conducted in five steps: 1) Be familiar with the teacher‘s demands; 2) Identify the target audience’s needs in special education from the family’s perspective; 3) Act together with the teacher in the classroom on the activities he struggles with; 4) Develop an Individualized Education Program according to the children’s skills; 5) Build strategies for situations designed to facilitate the teaching-learning process.
Playing and types of play in childhood are meaningful activities for a child's learning process. A teacher’s performance towards Special Education target audience in early childhood education should be done in collaborative partnerships with health and education professionals. This study aimed at developing an In-Service Training Program for Early Childhood Education teachers of public regular schools, focusing on the play of children in Special Education. Strategies facilitating the participation and the learning process in the plays stated in the educational planning book were developed using the information on how the child plays at school and at home, from an Individualized Education Program, emphasizing the need for a play area for that target audience in the municipal early childhood education center (Centro Municipal de Educação Infantil - CMEI). Methodological procedures were based on the Development Method, which involved four operational steps: 1) Context Analysis, 2) Object Design, 3) Preparation, and 4) Development. Participants in Operational Step 1 were three children, a mother and two fathers, a supervisory assistant, one school principal, all of them from the same CMEI, and 34 teachers from six different CMEIs who worked with the special education target audience identifying the perception of the play, strategies and resources used by the teacher to understand and mediate child’s capabilities and interests play, through interviews and video recording the teacher’s performance with children while playing in three school contexts: in the classroom, during recess and playing with a toy brought from home. In the Operational Steps 2 and 3, participants were two children, eight teachers, a supervisory assistant and a principal. Data from 1st and 2nd interviews and ten first videos of the teacher's performance were used. Lack of strategy from the teacher was noticed, preventing the stimulus of children’s interest and attention span to improve engagement in play. In Operational Step 4, which corresponded to the In-Service Training, a video of the researcher's performance with the teacher in the classroom and in meetings (initially weekly and later every two weeks) with both teachers of the two children was made. In order to develop strategies according to the abilities and skills of children in the target audience in Special Education, the IEP was developed to enable the reduction of a teacher's assistance to children and increase their participation in play. The study concluded that the In-Service Training Program, based on the individual needs of the target audience in Special Education and underpinned on a daily basis of the school context to meet a teacher's self-management on preparing the Individualized Education Program should be conducted in five steps: 1) Be familiar with the teacher‘s demands; 2) Identify the target audience’s needs in special education from the family’s perspective; 3) Act together with the teacher in the classroom on the activities he struggles with; 4) Develop an Individualized Education Program according to the children’s skills; 5) Build strategies for situations designed to facilitate the teaching-learning process.
Descrição
Palavras-chave
Educação Especial, Educação Infantil, Formação Continuada em Serviço, Terapia Ocupacional, Special education, Childhood education, In-Service Training Program, Occupational therapy