A noção de família para professores de educação infantil
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Data
2022-02-25
Autores
Lucifora, Cristiane De Assis [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
À luz dos pressupostos teóricos bourdieusianos, a presente pesquisa analisa a noção de família em professores de Educação Infantil a partir de seus relatos sobre suas trajetórias familiares e suas práticas pedagógicas. Trata-se de uma pesquisa de caráter qualitativo na qual foi feita uma coleta de dados de acordo com o método praxiológico utilizando a ferramenta questionário com questões abertas e fechadas, respondidas por trinta professores da rede municipal de ensino na cidade de São Carlos, interior do Estado de São Paulo. Compreendendo que a noção de família transforma-se ao longo da história pela dinâmica dos aspectos sociais, econômicos e culturais, a pesquisa desenvolveu-se de forma que o primeiro enfoque foi reconhecer os aspectos que estruturando as formações dos habitus dos professores poderiam ser evidenciados em suas práticas pedagógicas, como segundo enfoque compreender suas noções de família pela análise de suas respostas no questionário e, por último enfoque, que eles apontassem quais grupos familiares a escola tem recebido e como ela tem atuado diante disso. Por meio da análise das repostas dos professores, a pesquisa objetivou identificar a estrutura familiar que eles tiveram na formação de seus habitus primários, a forma como enxergam seus trabalhos na Educação Infantil em consonância com as famílias das crianças que são atendidas, como a diversidade adentra no contexto escolar e se eles veem o grupo e a si mesmos estando preparados para lidar com todos os aspectos que isso possa ocasionar. Os resultados da pesquisa apontam para a identificação de um universo promissor e aberto à pluralidade de arranjos familiares, no qual os professores reconhecem a importância de trazê-los para o contexto escolar e, assim, avançar na ruptura de estereótipos que reforçam um modelo assumido como padrão.
In the light of Bourdieusian theoretical assumptions, the present research analyzes the notion of family in Early Childhood Education teachers from their reports on their family trajectories and their pedagogical practices. This is a qualitative research in which data was collected according to the praxeological method using the questionnaire tool with open and closed questions, answered by thirty teachers from the municipal school system in the city of São Carlos, in the interior of the state of São Paulo. State of Sao Paulo. Understanding that the notion of family is transformed throughout history by the dynamics of social, economic and cultural aspects, the research was developed in a way that the first focus was to recognize the aspects that structuring the formation of the teachers' habitus could be evidenced in their pedagogical practices, as a second approach to understand their notions of family through the analysis of their answers in the questionnaire and, finally, that they point out which family groups the school has received and how it has acted in this regard. Through the analysis of the teachers' answers, the research aimed to identify the family structure that they had in the formation of their primary habitus, the way they see their work in Early Childhood Education in line with the families of the children who are attended, as the diversity enters in the school context and if they see the group and themselves being prepared to deal with all the aspects that this may cause. The research results point to the identification of a promising universe that is open to the plurality of family arrangements, in which teachers recognize the importance of bringing them into the school context and, thus, advancing in the rupture of stereotypes that reinforce a model assumed as standard.
In the light of Bourdieusian theoretical assumptions, the present research analyzes the notion of family in Early Childhood Education teachers from their reports on their family trajectories and their pedagogical practices. This is a qualitative research in which data was collected according to the praxeological method using the questionnaire tool with open and closed questions, answered by thirty teachers from the municipal school system in the city of São Carlos, in the interior of the state of São Paulo. State of Sao Paulo. Understanding that the notion of family is transformed throughout history by the dynamics of social, economic and cultural aspects, the research was developed in a way that the first focus was to recognize the aspects that structuring the formation of the teachers' habitus could be evidenced in their pedagogical practices, as a second approach to understand their notions of family through the analysis of their answers in the questionnaire and, finally, that they point out which family groups the school has received and how it has acted in this regard. Through the analysis of the teachers' answers, the research aimed to identify the family structure that they had in the formation of their primary habitus, the way they see their work in Early Childhood Education in line with the families of the children who are attended, as the diversity enters in the school context and if they see the group and themselves being prepared to deal with all the aspects that this may cause. The research results point to the identification of a promising universe that is open to the plurality of family arrangements, in which teachers recognize the importance of bringing them into the school context and, thus, advancing in the rupture of stereotypes that reinforce a model assumed as standard.
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Palavras-chave
Noções de famílias, Escola e Família, Arranjos familiares, Habitus, Notion of families, Family Arrangements, School and Family