Aprendizagem cooperativa na educação infantil: possibilidades teórico-práticas considerando as opções metodológicas da proposta curricular do município de Marília-SP
Arquivos
Data
2022-03-29
Autores
Barbosa, Laís Marques
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa, de cunho bibliográfico, tem como objetivo geral traçar possibilidades, teórico-práticas, para a implantação da Aprendizagem Cooperativa na Educação Infantil considerando as opções metodológicas (ou modalidades organizativas) dispostas na Proposta Curricular para a Educação Infantil do Sistema Municipal de Ensino de Marília. Para tal, utilizou-se como embasamento teórico, principalmente, a perspectiva piagetiana, a Escola de Genebra e os autores da Aprendizagem Cooperativa. Este processo iniciou-se com uma busca na base de dados Oasisbr – Portal Brasileiro de Publicações e Dados Científicos em Acesso Aberto, do Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict), de dissertações e teses que abordassem a Aprendizagem Cooperativa na Educação Infantil brasileira, na qual localizou-se apenas um trabalho empírico a respeito; posteriormente, optou-se por se apoiar em um documento focado na Educação Infantil e então selecionou-se a Proposta Curricular para a Educação Infantil do Sistema Municipal de Ensino de Marília, frente a qual desenvolveu-se possibilidades para a implantação da Aprendizagem Cooperativa na Educação Infantil, trazendo alguns tipos de atividades do Programa de Educação Infantil e Ensino Fundamental (PROEPRE) e alguns métodos e técnicas da Aprendizagem Cooperativa. Com o desenvolvimento das possibilidades supracitadas, pôde-se apontar a viabilidade de implantar a Aprendizagem Cooperativa na Educação Infantil, mas demonstrando que isso precisa ocorrer de modo gradativo, como por exemplo seguindo as fases A e B da proposta construída nesta pesquisa, fundamentado e sistematizado, e que requer formação, planejamento e intencionalidade por parte do professor, para que este entenda os pressupostos essenciais dessas temáticas, e se necessário adapte, as atividades, os métodos e as técnicas mais apropriados às demandas do seu público alvo, como feito aqui, considerando as opções metodológicas de uma proposta curricular municipal e uma turma hipotética com 24 crianças de quatro e/ou cinco anos de idade. À vista disso, buscou-se aproximar as temáticas em foco, bem como favorecer a divulgação e os conhecimentos sobre elas, a fim de, assim, contribuir para uma Educação, e uma sociedade, que compreendendo a importância de um desenvolvimento integral dos sujeitos, promovam, para além de aprendizagens curriculares, mais ações em prol da cooperação e do respeito mútuo.
The present research, of a bibliographic nature, has as its general objective to outline theoretical-practical possibilities for the implementation of Cooperative Learning in Early Childhood Education, considering the methodological options (or organizational modalities) set out in the Curriculum Proposal for Early Childhood Education of the Municipal Education System from Marília. For this, it was used as theoretical basis, mainly, the Piagetian perspective, the Geneva School and the authors of Cooperative Learning. This process began with a search in the Oasisbr database – Brazilian Portal of Publications and Scientific Data in Open Access, of the Brazilian Institute of Information in Science and Technology (Ibict), of dissertations and theses that approached Cooperative Learning in Brazilian Early Childhood Education, in which only one empirical work on the subject was located; later, it was decided to rely on a document focused on Early Childhood Education and then the Curriculum Proposal for Early Childhood Education of the Municipal Education System of Marília was selected, against which possibilities were developed for the implementation of Cooperative Learning in Early Childhood Education, bringing some types of activities from the Early Childhood Education and Elementary School Program (PROEPRE) and some methods and techniques of Cooperative Learning. With the development of the aforementioned possibilities, it was possible to point out the feasibility of implementing Cooperative Learning in Early Childhood Education, but demonstrating that this needs to occur gradually, such as following phases A and B of the proposal built in this research, based and systematized, and which requires training, planning and intentionality on the part of the teacher, so that he/she understands the essential assumptions of these themes, and if necessary, adapts the activities, methods and techniques most appropriate to the demands of their target audience, as done here, considering the methodological options of a municipal curriculum proposal and a hypothetical class with 24 children aged four and/or five years old. In view of this, we sought to approach the themes in focus, as well as to promote the dissemination and knowledge about them, in order to thus contribute to an Education, and a society, which, understanding the importance of an integral development of people, promote, in addition to curricular learning, more actions in favor of cooperation and mutual respect.
The present research, of a bibliographic nature, has as its general objective to outline theoretical-practical possibilities for the implementation of Cooperative Learning in Early Childhood Education, considering the methodological options (or organizational modalities) set out in the Curriculum Proposal for Early Childhood Education of the Municipal Education System from Marília. For this, it was used as theoretical basis, mainly, the Piagetian perspective, the Geneva School and the authors of Cooperative Learning. This process began with a search in the Oasisbr database – Brazilian Portal of Publications and Scientific Data in Open Access, of the Brazilian Institute of Information in Science and Technology (Ibict), of dissertations and theses that approached Cooperative Learning in Brazilian Early Childhood Education, in which only one empirical work on the subject was located; later, it was decided to rely on a document focused on Early Childhood Education and then the Curriculum Proposal for Early Childhood Education of the Municipal Education System of Marília was selected, against which possibilities were developed for the implementation of Cooperative Learning in Early Childhood Education, bringing some types of activities from the Early Childhood Education and Elementary School Program (PROEPRE) and some methods and techniques of Cooperative Learning. With the development of the aforementioned possibilities, it was possible to point out the feasibility of implementing Cooperative Learning in Early Childhood Education, but demonstrating that this needs to occur gradually, such as following phases A and B of the proposal built in this research, based and systematized, and which requires training, planning and intentionality on the part of the teacher, so that he/she understands the essential assumptions of these themes, and if necessary, adapts the activities, methods and techniques most appropriate to the demands of their target audience, as done here, considering the methodological options of a municipal curriculum proposal and a hypothetical class with 24 children aged four and/or five years old. In view of this, we sought to approach the themes in focus, as well as to promote the dissemination and knowledge about them, in order to thus contribute to an Education, and a society, which, understanding the importance of an integral development of people, promote, in addition to curricular learning, more actions in favor of cooperation and mutual respect.
Descrição
Palavras-chave
Educação infantil, Aprendizagem cooperativa, Cooperação, Proposta curricular municipal, Early childhood education, Cooperative learning, Cooperation, Municipal curriculum proposal
Como citar
BARBOSA, Laís Marques. Aprendizagem cooperativa na educação infantil: possibilidades teórico-práticas considerando as opções metodológicas da proposta curricular do município de Marília-SP. Universidade Estadual Paulista (Unesp), 2022.