Atividade educativa e práticas pedagógicas nos anos finais da educação infantil
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Data
2017-02-24
Autores
Canela, Maria Josefa Bezerra [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação centra-se nas discussões sobre a formação humana e o desenvolvimento das crianças da Educação Infantil (EI), especificamente nos anos finais da EI. Nosso objetivo foi analisar a EI via legislações, no que se refere o caráter pedagógico da prática educativa no contexto da educação escolar, nesta sociedade capitalista, segundo fundamentos marxistas. Justificamos esta pesquisa pela necessidade de entendermos o influxo do sistema político atual que determina nossa sociedade nas normas oficiais que regem a educação escolar, em especial, a EI, bem como, a necessidade de propormos a atividade educativa, elaborada por Arnoni (2014; 2016), como possibilidade de superar o modelo burguês de aula que consolida e mantém o sistema capitalista. Na primeira seção nos concentramos na concepção de Emancipação Humana e Política de acordo com os autores marxistas István Mészáros e Ivo Tonet, que se contrapõem possibilidade da educação ser emancipadora no sistema capitalista. Na segunda seção, abordamos brevemente a Constituição Federal de 1988, a primeira lei a estabelecer a obrigatoriedade da Educação Infantil e as determinações da Lei de Diretrizes e Bases da Educação Nacional9394/96, no que se referem os objetivos comuns voltados para todos os níveis de Educação Básica do Brasil, como o de assegurar a formação comum e o exercício da cidadania dos alunos. Analisamos, também, o Referencial Curricular Nacional para a Educação Infantil, que traz orientações sobre a Prática Educativa objetivando o desenvolvimento integral da criança no âmbito escolar. E, por último, apresentamos as contribuições da autora Maria Eliza Brefere Arnoni, via proposição teórico-metodológica da Atividade Educativa perspectivando a emancipação humana, pautada na concepção de trabalho universal de Marx, com o propósito de contrapô-la ao modelo atual de aula adequado ao sistema capitalista. Trata-se de uma pesquisa bibliográfica e teórica, na qual almejamos colaborar com a prática educativa pedagógica da EI, perspectivando a formação humana da criança, e em oposição aos aspectos que as distanciam de uma educação integral.
This dissertation focuses on the discussions about the human formation and on the development of the children in Childhood Education (CE), specifically in the last years of CE. Our goal was to analyze the CE through the legislation, in order to observe the character of the educative practice in the context of the school education, in this capitalist society, according to Marxists bases. We justify this research by the necessity of understanding how the influx of the current political system determines our society under the official rules that govern the school education, specially the CE, as well as the necessity of purposing the educative activity elaborated by Arnoni (2014; 2016), as a possibility of overcoming the bourgeois model of class that uses to consolidate and to keep the capitalist system. In the first section, we concentrated on the concept of Political and Human Emancipation according to the Marxist authors István Mészáros and Ivo Tonet, who countervail the possibility of an emancipator education in the capitalist system. In the second section, we briefly approached the Federal Constitution of 1988, the first law that established a compulsory CE and the determinations of the Law of Directives and Bases of the National Education (nº. 9394/96), which refers to the common goals of all levels of the Basic Education in Brazil, in order to keep the common formation and the exercise of the citizenship by each student. We also analyzed the National Curricular Referential for the CE, which presents directions about the Educative Practice aiming the integral development of the children in the school field. In the last section, we presented the contribution of the author Maria Eliza Brefere Arnoni, through the theoretical-methodological proposition of the Educative Activity in the perspective of the human emancipation, supported by the concept of universal work by Marx, under the purpose of opposing it to the current model of class sustained by the capitalist system. This work corresponds to a theoretical and bibliographical research in which we aim to collaborate with the pedagogical and educative practice of the CE, in the perspective of the human formation of the children, and in opposition to the aspects that alienate them from an integral education.
This dissertation focuses on the discussions about the human formation and on the development of the children in Childhood Education (CE), specifically in the last years of CE. Our goal was to analyze the CE through the legislation, in order to observe the character of the educative practice in the context of the school education, in this capitalist society, according to Marxists bases. We justify this research by the necessity of understanding how the influx of the current political system determines our society under the official rules that govern the school education, specially the CE, as well as the necessity of purposing the educative activity elaborated by Arnoni (2014; 2016), as a possibility of overcoming the bourgeois model of class that uses to consolidate and to keep the capitalist system. In the first section, we concentrated on the concept of Political and Human Emancipation according to the Marxist authors István Mészáros and Ivo Tonet, who countervail the possibility of an emancipator education in the capitalist system. In the second section, we briefly approached the Federal Constitution of 1988, the first law that established a compulsory CE and the determinations of the Law of Directives and Bases of the National Education (nº. 9394/96), which refers to the common goals of all levels of the Basic Education in Brazil, in order to keep the common formation and the exercise of the citizenship by each student. We also analyzed the National Curricular Referential for the CE, which presents directions about the Educative Practice aiming the integral development of the children in the school field. In the last section, we presented the contribution of the author Maria Eliza Brefere Arnoni, through the theoretical-methodological proposition of the Educative Activity in the perspective of the human emancipation, supported by the concept of universal work by Marx, under the purpose of opposing it to the current model of class sustained by the capitalist system. This work corresponds to a theoretical and bibliographical research in which we aim to collaborate with the pedagogical and educative practice of the CE, in the perspective of the human formation of the children, and in opposition to the aspects that alienate them from an integral education.
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Palavras-chave
Educação infantil, Emancipação humana, Atividades educativas