A centralidade da percepção na primeira infância e seu desenvolvimento por meio do ensino: contribuições da pedagogia histórico-crítica e da psicologia histórico-cultural
Carregando...
Data
2022-04-01
Autores
Soares, Lorrana Morelli [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A despeito das importantes contribuições teóricas produzidas pelas diversas ciências, em particular pela psicologia histórico-cultural e pela pedagogia histórico-crítica quanto ao papel determinante do ensino para o desenvolvimento infantil em suas máximas possibilidades, constatamos no cenário atual das creches no Brasil a persistência de alguns traços da concepção assistencialista e de práticas pedagógicas assistemáticas que deram origem a essas instituições. Por nosso intento e cientes de que o desenvolvimento psíquico acontece desde a mais tenra idade e não se dá naturalmente, mas por meio de um processo educativo que promove a apropriação da humanidade encarnada nas objetivações circundantes, neste trabalho analisamos os pressupostos teóricos da psicologia histórico-cultural e da pedagogia histórico-crítica que podem subsidiar práticas educativas comprometidas com um ensino desenvolvente nessa modalidade de ensino das creches. Para tanto, adotando como método o materialismo histórico-dialético, realizamos uma pesquisa teórico conceitual na qual tivemos por objeto as contribuições teóricas da psicologia histórico-cultural e da pedagogia histórico-crítica sobre a percepção e as possibilidades de seu desenvolvimento por meio do ensino escolar, objetivando extrair daqueles pressupostos diretrizes teórico-práticas para o planejamento e a organização de ensino, particularmente os que podem contribuir para o aperfeiçoamento da acuidade perceptiva em crianças de 1 a 3 anos. Buscando cumprir a trajetória de pesquisa descrita acima, dividimos esta dissertação em cinco seções. Na introdução apresentamos nossa trajetória profissional e acadêmica dando ao leitor a compreensão de como chegamos ao nosso objeto, bem como apresentamos o método e o delineamento da pesquisa. No primeiro capítulo discutimos o processo histórico de criação e desenvolvimento das instituições que deram origem às creches e à persistência do caráter assistencialista, indicando a pedagogia histórico-crítica e a psicologia histórico-cultural como instrumentos para a superação daquele caráter. Em seguida, no capítulo dois apresentamos os pressupostos teóricos da psicologia histórico-cultural sobre o desenvolvimento do psiquismo na primeira infância com destaque para a função da percepção enquanto função predominante nas crianças pequenas e extraímos desses pressupostos sínteses que se convertem em diretrizes teórico-práticas que podem orientar os professores na organização de um ensino desenvolvente na primeira infância. No terceiro capítulo, suportadas nessas diretrizes teórico-práticas apresentamos alguns conteúdos escolares e a forma de organizar as atividades das crianças que melhor podem contribuir para o desenvolvimento da acuidade perceptiva. Por fim, tecemos nossas considerações finais, concluindo que os estudos sobre o desenvolvimento psíquico se configuram para a psicologia histórico-cultural como conteúdo operacional e devem estar sob o domínio dos professores de creche, subsidiando suas práticas. Reafirmamos os pressupostos da pedagogia histórico-crítica como balizadores da promoção de uma educação infantil que rompa definitivamente com os modelos e práticas, de modo a se tornar um ensino que promova a humanização das crianças, possibilitando-lhes a compreensão da realidade e das possibilidades de nela intervir, corroborando, assim, a revolução social e a superação do modo de organização da sociedade atual.
There are important theoretical contributions by diverse sciences, in particular by Historical-Cultural Psychology and Historical-Critical Pedagogy regarding the determining role of teaching to child development to its maximum possibilities. Nevertheless, in the present scenario of daycares in Brazil we see the persistence of some traces of the assisting conception and unsystematic pedagogical practices which gave birth to these institutions. We are aware that the psychic development happens since the youngest age and does not occur naturally. It occurs by means of an educational process that promotes the appropriation of humanity in its surroundings. In this thesis we analyze the theoretical postulates of Historical-Cultural Psychology and Historical-Critical Pedagogy which are able to base educational practices that are compromised with a developing teaching in daycare teaching mode. To this end, we adopted Historical-Dialectical Materialism as method and we did a conceptual theoretical research in which we studied the development of perceptive acuity in the period of early childhood through school teaching. We intend to extract from those postulates theoretical-practical guidelines for planning and organizing teaching, particularly the ones that can contribute to the perfectioning of perceptive acuity in 1-to-3-year-old children. In order to accomplish the path of research here described, we divided this thesis into five sections. In the introduction we present our professional and academic background, so the reader can understand how we selected the object and the method of this research. In the first chapter we discuss the historical process of creation and development of the institutions that originated daycares and the persistence of the assisting nature. We indicate Historical-Cultural Psychology and Historical-Critical Pedagogy as tools for overcoming such nature. Then, in chapter two we present the theoretical postulates of Historical-Cultural Psychology on the development of the psyche in early childhood, emphasizing the function of perception as the prevailing function in small children. We summarized these postulates into theoretical-practical guidelines that may help teachers to organize a developing teaching in early childhood. In the third chapter, supported by these theoretical-practical guidelines, we present some school contents and the way to organize the children’s activities that can contribute the most to the development of perceptive acuity. Finally, we come to the conclusion that the studies about psychic development are shaped as operational content in the eyes of Historical-Cultural Psychology. This content should be accessible for daycare teachers, basing their practices. We reassert the postulates of Historical-Critical Pedagogy as supporters for the promotion of a kind of child education that breaks definitively unsystematic models and practices, so that it becomes a teaching process that humanizes children. Such thing would enable them to understand reality and the possibilities to intervene in it, thus strengthening the social revolution and overcoming the way present society is organized.
There are important theoretical contributions by diverse sciences, in particular by Historical-Cultural Psychology and Historical-Critical Pedagogy regarding the determining role of teaching to child development to its maximum possibilities. Nevertheless, in the present scenario of daycares in Brazil we see the persistence of some traces of the assisting conception and unsystematic pedagogical practices which gave birth to these institutions. We are aware that the psychic development happens since the youngest age and does not occur naturally. It occurs by means of an educational process that promotes the appropriation of humanity in its surroundings. In this thesis we analyze the theoretical postulates of Historical-Cultural Psychology and Historical-Critical Pedagogy which are able to base educational practices that are compromised with a developing teaching in daycare teaching mode. To this end, we adopted Historical-Dialectical Materialism as method and we did a conceptual theoretical research in which we studied the development of perceptive acuity in the period of early childhood through school teaching. We intend to extract from those postulates theoretical-practical guidelines for planning and organizing teaching, particularly the ones that can contribute to the perfectioning of perceptive acuity in 1-to-3-year-old children. In order to accomplish the path of research here described, we divided this thesis into five sections. In the introduction we present our professional and academic background, so the reader can understand how we selected the object and the method of this research. In the first chapter we discuss the historical process of creation and development of the institutions that originated daycares and the persistence of the assisting nature. We indicate Historical-Cultural Psychology and Historical-Critical Pedagogy as tools for overcoming such nature. Then, in chapter two we present the theoretical postulates of Historical-Cultural Psychology on the development of the psyche in early childhood, emphasizing the function of perception as the prevailing function in small children. We summarized these postulates into theoretical-practical guidelines that may help teachers to organize a developing teaching in early childhood. In the third chapter, supported by these theoretical-practical guidelines, we present some school contents and the way to organize the children’s activities that can contribute the most to the development of perceptive acuity. Finally, we come to the conclusion that the studies about psychic development are shaped as operational content in the eyes of Historical-Cultural Psychology. This content should be accessible for daycare teachers, basing their practices. We reassert the postulates of Historical-Critical Pedagogy as supporters for the promotion of a kind of child education that breaks definitively unsystematic models and practices, so that it becomes a teaching process that humanizes children. Such thing would enable them to understand reality and the possibilities to intervene in it, thus strengthening the social revolution and overcoming the way present society is organized.
Descrição
Palavras-chave
Pedagogia histórico-crítica, Psicologia histórico-cultural, Primeira infância, Ensino em creche, Historical-critical pedagogy, Historical-cultural psychology, Early childhood, Daycare teaching