“Ser docente na educação infantil: entre o ensinar e o aprender”: reflexões sobre especificidades da docência na infância
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Data
2019-12-02
Autores
Oliveira, Ariadni da Silva de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A compreensão das especificidades da docência na Educação Infantil baseia-se em questões sobre a educação como processo potencialmente humanizador, o que exige formação dos professores motivadora da compreensão acerca do papel ativo da criança na aprendizagem, para que, com a mediação docente, ela se aproprie das máximas produções historicamente produzidas, desenvolvendo-se, assim, em níveis mais elevados. Esta dissertação decorre da pesquisa “Especificidades da Docência na Educação Infantil: Fase 1 – Fontes para a pesquisa (1996 – 2016)” e teve como alicerce científico os fundamentos da Teoria Histórico-Cultural. Os problemas motivadores da investigação foram: Quais especificidades da docência podem orientar processos de formação inicial e continuada de professor da Educação Infantil? No caderno “Ser docente na Educação Infantil: entre o ensinar e o aprender” (BRASIL, 2016b), há a materialização dessas especificidades? A partir destas questões, o objetivo das ações de estudos foi discutir e analisar o caderno “Ser docente na Educação Infantil: entre o ensinar e o aprender”, na perspectiva de constituição de aspectos indicativos de especificidades da docência na Educação Infantil. Para atingir a esse objetivo, o estudo envolveu os seguintes procedimentos metodológicos: revisão bibliográfica sobre a temática em fontes de dados digitais, especialmente de dissertações e teses; análise documental por meio a análise da configuração textual (MORTATTI, 2000), buscando indícios de elementos que expressem conhecimentos essenciais à formação e atuação humanizadora de professores de crianças pequenas. Os dados localizados nessas fontes foram selecionados, reunidos, organizados, sistematizados e discutidos para fundamentarem as análises referentes ao caderno “Ser docente na Educação Infantil: entre o ensinar e o aprender” (BRASIL, 2016), por meio dos eixos de trabalho “docência na Educação Infantil”, “ensino e trabalho pedagógico na Educação Infantil”, “formação de professores na/para a Educação Infantil”. Ao longo das reflexões tecidas, os argumentos se pautam na premissa de que há conhecimentos específicos e vitais à formação e à atuação de professores da Educação Infantil, em favor da plenitude da atividade docente e da proposição de ações educativas humanizadoras e desenvolventes possíveis nos primeiros anos da vida. Dos trabalhos realizados, foi possível depreender que a formação docente inicial e continuada exige fundamentos teórico-científicos capazes de subsidiar formas qualitativas de atuação dos professores em turmas de crianças pequenas voltadas à formação humana harmônica na infância. Concluímos que o caderno em questão reúne aspectos dos avanços científicos e legais essenciais à formação docente, entretanto suas orientações se pautam no desenvolvimento de “competências” relativas à constituição de sujeitos formatados para ocupar vagas no mercado de trabalho. Estas orientações se distanciam dos princípios teóricos assumidos no estudo: tornar a Educação Infantil tempo e espaço de formação de qualidades humanas expressivas do desenvolvimento pleno da inteligência e personalidade das pessoas ao longo da vida.
The comprehension of specificities of educating on children’s education is based on questions about the education as a potentially humanizing process, which requires teacher’s formation motivator of comprehension about the active paper of the children on learning, in order that with teacher mediation, they appropriate from the most historical productions, developing themselves on the most high levels. This thesis results from the research “Specificities of educating on children's education: Phase 1 - Sources to the research (1996-2016)" and had its scientific foundation from the fundamentals of Historic-Cultural Theory. The motivating problems for the study were: Which teaching specificities can guide early and continued formation processes of children’s education teacher? In the booklet "Being a docent on children's education: between teaching and learning" (BRAZIL, 2016), are there materializations of these specificities? From these questions, the general purpose of the actions of study are to discuss and analyze the booklet "Being a docent on children's education: between teaching and learning", on the perspective of constitution of indicative aspects of specificities of teaching on children's education. To achieve this goal, the study involved the following methodological procedures: bibliographical revision about the athematic on digital data sources, specially on dissertations and theses; documental analysis through textual configuration analysis (MORTATTI, 2000), seeking evidence of elements that express essential knowledge to the formation and humanazing practice of teachers of young children. Data found on these sources were selected, reunited, organized, systematized and discussed to underlie the analysis regarding the booklet "Being a docent on children's education: between teaching and learning" (BRAZIL, 2016), through the work areas "teaching on children's education", "teaching and pedagogical work on children's education", "teachers formation on/to children's education". Over the woven reflections, the arguments are guided on the assumption that there are specific and vital knowledges to formation and action of teachers on children's education, in favor of the entirety of teaching activities and the proposition of educational humanazing actions and possible developments on the first years of life. From the realized work, it was possible to deduce that the initial and continued docent formation demand theoretical-scientific foundation capable to subsidise qualitative forms in the practice of teachers in classes of young children aimed to harmonical human formation during childhood. It was possible to conclude that the booklet under discussion gather aspects on the scientific and legal advances to the docent formation, however its orientations are guided on the development of "competences" related to the constitution of formatted subjects to fill vacancies in the labor market. This orientations draw distance from the theoretical principles assumed in the study: make children's education time and space of expressive human qualities formation, full development of intelligence and personality of people throughout their lives.
The comprehension of specificities of educating on children’s education is based on questions about the education as a potentially humanizing process, which requires teacher’s formation motivator of comprehension about the active paper of the children on learning, in order that with teacher mediation, they appropriate from the most historical productions, developing themselves on the most high levels. This thesis results from the research “Specificities of educating on children's education: Phase 1 - Sources to the research (1996-2016)" and had its scientific foundation from the fundamentals of Historic-Cultural Theory. The motivating problems for the study were: Which teaching specificities can guide early and continued formation processes of children’s education teacher? In the booklet "Being a docent on children's education: between teaching and learning" (BRAZIL, 2016), are there materializations of these specificities? From these questions, the general purpose of the actions of study are to discuss and analyze the booklet "Being a docent on children's education: between teaching and learning", on the perspective of constitution of indicative aspects of specificities of teaching on children's education. To achieve this goal, the study involved the following methodological procedures: bibliographical revision about the athematic on digital data sources, specially on dissertations and theses; documental analysis through textual configuration analysis (MORTATTI, 2000), seeking evidence of elements that express essential knowledge to the formation and humanazing practice of teachers of young children. Data found on these sources were selected, reunited, organized, systematized and discussed to underlie the analysis regarding the booklet "Being a docent on children's education: between teaching and learning" (BRAZIL, 2016), through the work areas "teaching on children's education", "teaching and pedagogical work on children's education", "teachers formation on/to children's education". Over the woven reflections, the arguments are guided on the assumption that there are specific and vital knowledges to formation and action of teachers on children's education, in favor of the entirety of teaching activities and the proposition of educational humanazing actions and possible developments on the first years of life. From the realized work, it was possible to deduce that the initial and continued docent formation demand theoretical-scientific foundation capable to subsidise qualitative forms in the practice of teachers in classes of young children aimed to harmonical human formation during childhood. It was possible to conclude that the booklet under discussion gather aspects on the scientific and legal advances to the docent formation, however its orientations are guided on the development of "competences" related to the constitution of formatted subjects to fill vacancies in the labor market. This orientations draw distance from the theoretical principles assumed in the study: make children's education time and space of expressive human qualities formation, full development of intelligence and personality of people throughout their lives.
Descrição
Palavras-chave
Educação, Educação infantil, Docência e formação de professores, Formação continuada, Caderno “Ser docente na educação infantil: entre o ensinar e o aprender", Education, Children's education, Teaching and teachers formation, Continued formation, Booklet "Being a docent on children's education: between teaching and learning"