A brincadeira de papéis sociais como elemento orientador da formação continuada de uma professora pré-escolar
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Data
2019-05-08
Autores
Trindade, Larissa Aparecida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta investigação, vinculada à linha de pesquisa “Processos formativos, infância e juventude”, do PPGE-FCT/UNESP, propôs-se ao desafio de no processo de formação continuada com uma professora pré-escolar, organizar práticas educativas humanizadoras à luz do materialismo histórico-dialético e do emprego do brinquedo e das brincadeiras de papéis sociais. O processo de formação continuada, alinhado às premissas marxistas e ao uso do brinquedo e da brincadeira de papéis sociais, considerados como atividades essenciais para a humanização das crianças pré-escolares operou como objeto do estudo. O objetivo geral foi realizar e refletir sobre o processo de formação continuada da professora pré-escolar por meio de intervenções teóricas e práticas para a construção de uma prática educativa humanizadora norteada na Psicologia Histórico-Cultural, na Pedagogia Histórico-Crítica e no emprego do brinquedo e da brincadeira de papéis sociais na situação escolar. Como objetivos específicos destacamos: explorar e refletir com a professora pré-escolar participante suas concepções de brinquedo, brincadeira de papéis sociais e planejamento pedagógico e, identificar e analisar dificuldades e necessidades formativas frente ao planejamento de atividades pedagógicas que contribuam para o processo de humanização das crianças por meio do brinquedo e da brincadeira de papéis sociais para organização da ação formadora. Utilizamos os instrumentos metodológicos: entrevista, questionário, observação e análise dos documentos municipais para identificarmos as concepções de Educação Infantil, criança, professor, planejamento pedagógico, brinquedo e brincadeira de papéis sociais e as carências formativas da participante. De posse destas, desenvolvemos a formação continuada teórico-prático, por meio de leituras e discussões de textos, planejamento e proposição de práticas educativas, ressaltando a relevância do brinquedo e da brincadeira de papéis sociais na humanização das crianças pré-escolares. Os resultados revelaram que as propostas educativas da professora oscilaram durante o processo formativo, pois ora seguiam os pressupostos marxistas, ora reproduziam práticas educativas do Ensino Fundamental. A razão de divergências às perspectivas teóricas pode se vincular ao tempo reduzido de formação continuada e à apropriação insuficiente das teorias estudadas, à autonomia intelectual necessária para defender suas práticas educativas mediante a Secretaria Municipal e à falta de uma política municipal de formação continuada comprometida com a emancipação profissional. O processo formativo continuado demanda tempo de execução para melhor apropriação das teorias e práticas abordadas, se intensifica com um assessoramento amiúde do pesquisador ao planejamento e intervenção nas práticas educativas, objetivando reflexão apurada sobre as necessidades infantis e os indicativos pedagógicos das teorias com intuito de oferecer atividades qualitativas que promovam momentos ricos de aprendizagem e desenvolvimento. Precisamos de projetos de formação continuada estabelecidos na visão da Educação Infantil como espaço promotor do desenvolvimento omnilateral da criança, pois a professora, por meio de suas visões particulares de educação e de sociedade, possibilita às crianças conteúdos novos e desafiadores, permitindo compreensão da realidade vivida. Além de subsidiar a professora na compreensão das crianças como sujeitos sociais em construção, frutos das suas relações humanas, com tempos distintos para aprender e níveis diferentes de desenvolvimento, especialmente, ensinar que a brincadeira de papéis sociais é a atividade guia para o processo de humanização das crianças pré-escolares.
This work, linked to the research line “Formative Processes, Childhood and Youth” of PPGEFCT / UNESP, proposed the challenge of organizing humanizing educational practices based on historical-dialectical materialism in the process of continuing education with a preschool teacher. dialectical history and the use of toys and social role playing game. The object of study was the process of continuing formation, aligned with marxist assumptions and the use of toys and the social role playing game, considered as essential activities for the humanization of preschool children. The general objective was to realize and reflect about the process of continuing education of the preschool teacher through theoretical and practical interventions for the construction of a humanizing educational practice guided by the Historical-Cultural Psychology, the Historical-Critical Pedagogy and the use of toys and social role playing game in the school situation. The specific objectives were: to explore and reflect with the participating preschool teacher their conceptions of toy, social role playing game and pedagogical planning; to identify and analyze difficulties and formative needs in relation to the planning of pedagogical activities that contribute to the humanization process of children through the toy and the social role playing game for the organization of the formative action. Methodological instruments were used: interview, questionnaire, observation and analysis of municipal documents to identify the conceptions of early childhood education, child, teacher, pedagogical planning, toy and social role playing game and the formative needs of the participant. In this way, the theoretical-practical continuing education was developed through reading and discussion of texts, planning and proposition of educational practices, emphasizing the relevance of the toy and the social role playing game in the humanization of preschool children. The results revealed that the teacher's educational proposals fluctuated during the formative process, because at different times they followed the marxist assumptions, in others they reproduced educational practices of elementary school. The reason for divergences from the theoretical perspectives may be linked to the reduced time of continuing education and the inadequate appropriation of the studied theories, also in relation to the intellectual autonomy necessary to defend their educational practices before the Municipal Secretariat and the lack of a municipal continuing education policy committed with a professional emancipation. The continuous formative process demands time for its execution leading to a better appropriation of the theories and practices approached, intensifying with a detailed researcher's advice to the planning and intervention in the educational practices, aiming at an accurate reflection on the children's needs and the pedagogical indications of the theories in order to offer qualitative activities that promote rich moments of learning and development. We need continuing education projects established in the vision of early childhood education as a space that promotes the omnilateral development of children, because the teacher, through their particular views of education and society, enables new and challenging content for children, allowing understanding of the lived reality. In addition, to give the teacher support in the understanding of children as a social subjects in process of construction, fruits of their human relationships, with different times to learn and different levels of development, especially, to teach that the social role playing game is the guiding activity for the humanization process of preschool children.
This work, linked to the research line “Formative Processes, Childhood and Youth” of PPGEFCT / UNESP, proposed the challenge of organizing humanizing educational practices based on historical-dialectical materialism in the process of continuing education with a preschool teacher. dialectical history and the use of toys and social role playing game. The object of study was the process of continuing formation, aligned with marxist assumptions and the use of toys and the social role playing game, considered as essential activities for the humanization of preschool children. The general objective was to realize and reflect about the process of continuing education of the preschool teacher through theoretical and practical interventions for the construction of a humanizing educational practice guided by the Historical-Cultural Psychology, the Historical-Critical Pedagogy and the use of toys and social role playing game in the school situation. The specific objectives were: to explore and reflect with the participating preschool teacher their conceptions of toy, social role playing game and pedagogical planning; to identify and analyze difficulties and formative needs in relation to the planning of pedagogical activities that contribute to the humanization process of children through the toy and the social role playing game for the organization of the formative action. Methodological instruments were used: interview, questionnaire, observation and analysis of municipal documents to identify the conceptions of early childhood education, child, teacher, pedagogical planning, toy and social role playing game and the formative needs of the participant. In this way, the theoretical-practical continuing education was developed through reading and discussion of texts, planning and proposition of educational practices, emphasizing the relevance of the toy and the social role playing game in the humanization of preschool children. The results revealed that the teacher's educational proposals fluctuated during the formative process, because at different times they followed the marxist assumptions, in others they reproduced educational practices of elementary school. The reason for divergences from the theoretical perspectives may be linked to the reduced time of continuing education and the inadequate appropriation of the studied theories, also in relation to the intellectual autonomy necessary to defend their educational practices before the Municipal Secretariat and the lack of a municipal continuing education policy committed with a professional emancipation. The continuous formative process demands time for its execution leading to a better appropriation of the theories and practices approached, intensifying with a detailed researcher's advice to the planning and intervention in the educational practices, aiming at an accurate reflection on the children's needs and the pedagogical indications of the theories in order to offer qualitative activities that promote rich moments of learning and development. We need continuing education projects established in the vision of early childhood education as a space that promotes the omnilateral development of children, because the teacher, through their particular views of education and society, enables new and challenging content for children, allowing understanding of the lived reality. In addition, to give the teacher support in the understanding of children as a social subjects in process of construction, fruits of their human relationships, with different times to learn and different levels of development, especially, to teach that the social role playing game is the guiding activity for the humanization process of preschool children.
Descrição
Palavras-chave
Educação, Educação infantil, Formação continuada, Brincadeira de papéis sociais e brinquedo, Materialismo histórico-dialético, Education, Child education, Continuing education, Social role playing game and toy, Historical-dialectical materialism