Imaginação na infância: atividades da criança e da professora da educação infantil nos cantos de trabalho sob a ótica da teoria histórico-cultural e da Pedagogia Freinet
Arquivos
Data
2023-12-13
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo de doutoramento, vinculado ao programa de Pós-graduação em Educação da Faculdade de Filosofia e Ciências, Universidade Estadual Paulista – Unesp – Campus de Marília/SP, originou da ação reflexiva e anseio da pesquisadora – como professora atuante em turmas da Educação Infantil – em compreender a essência dos processos psicológicos na infância em sua intrínseca relação com os encaminhamentos didático-pedagógicos orientados pela ação docente. Amparada nos resultados da pesquisa desenvolvida no curso de mestrado e tateios experimentais com as Técnicas Freinet em suas turmas de Educação Infantil, foi possível depreender que crianças e docente experimentam possibilidades de desenvolvimento em níveis mais sofisticados das capacidades psicológicas humanas à medida que se envolvem em propostas educativas subsidiadas pelas diretrizes teórico-científicas da Teoria Histórico-cultural e pressupostos didático-metodológicos da Pedagogia Freinet – referenciais teóricos adotados neste estudo. Nesta direção, o conteúdo desta tese de doutorado versa – sob o prisma teórico-científico e prático – sobre os elementos motivadores da atividade de imaginação na infância no contexto dos Cantos de trabalho – proposição formativa inspirada nos princípios filosóficos, instrumentos didáticos e técnicas pedagógicas de Célestin Baptistin Freinet (1896-1966) – que, deliberadamente organizados na escola, anseiam promover o desenvolvimento da inteligência e personalidade em suas máximas possibilidades. À vista disso, o objetivo geral da pesquisa consistiu em identificar e analisar as contribuições da ação formativa com os Cantos de trabalho essenciais à mobilização e sofisticação da função imaginação na atividade psicológica da criança. O objetivo específico orientou-se em intervir na realidade educativa a partir da organização intencional dos tempos, materiais, relações e espaços (composição dos Cantos de trabalho) aliada a processos de mediação pedagógica dirigidos à sofisticação da atividade de imaginação na infância. As ações da pesquisa (estudo teórico, atividade em campo e processo de análise dos dados) se estruturaram para responder ao seguinte problema de pesquisa: como a prática pedagógica na Educação Infantil, estruturada sob a forma de Cantos de trabalho, pode potencializar e revelar indícios da mobilização e sofisticação da atividade de imaginação na criança? Como tese destaca-se que a função imaginação no psiquismo infantil pode ser potencializada a partir de proposições formativas com os Cantos de trabalho, uma vez que a dinâmica didático-pedagógica possibilitada por essa prática – motivadora da atividade da criança, da livre expressão, da mediação docente e da organização intencional do trabalho educativo – ativa significativamente o conjunto de funções psíquicas superiores, propiciando, assim, processos educativos reveladores de saltos qualitativos no desenvolvimento psíquico da criança. Para responder ao problema de pesquisa e atingir os objetivos (geral e específico), metodologicamente foram empreendidas ações de pesquisa em fontes bibliográficas (produções acadêmico-científicas) para o aprofundamento de conceitos sob a ótica da Teoria Histórico-cultural e Pedagogia Freinet, a observação participante na turma de pré-escola 2 (5 anos) de um Centro de Educação Infantil do município de Birigui/SP e intervenção na realidade a partir de uma amostra da turma (grupo com 9 crianças) por meio de sessões de experimento didático-formativo estruturado sob a configuração de Cantos de trabalho. Como resultado explicita-se que a participação ativa da criança, possibilitada pela dinâmica favorável dos Cantos de trabalho, contribui para intensificar a atividade intrapsíquica, possibilitando a mobilização sistêmica e indícios da sofisticação das funções psíquicas superiores, em especial a função imaginação. Simultaneamente, nesta proposição didático-metodológica, são possibilitados processos de mediação docente eficazes, capazes de alargar as possibilidades de atuação da criança no mundo, expressando, desse modo, exitosos processos de desenvolvimento dirigidos à formação de inteligências e personalidades humanizadas na escola da infância.
This doctoral study, linked to the Postgraduate Program in Education at the Faculty of Philosophy and Sciences, Universidade Estadual Paulista – Unesp – Campus de Marília/SP, originated from the researcher's reflective action and desire – as a teacher working in Education classes Childhood – in understanding the essence of psychological processes in childhood in their intrinsic relationship with didactic-pedagogical approaches guided by teaching action. Based on the results of the research developed in the master's course and experimental trials with Freinet Techniques in their Early Childhood Education classes, it was possible to infer that children and teachers experience possibilities of development at more sophisticated levels of human psychological capabilities as they become involved in proposals educational subsidized by the theoretical-scientific guidelines of the Historicalcultural Theory and didactic-methodological assumptions of Freinet Pedagogy – theoretical references adopted in this study. In this sense, the content of this doctoral thesis deals – from a theoretical-scientific and practical perspective – on the motivating elements of imagination activity in childhood in the context of Work Songs – a formative proposition inspired by philosophical principles, didactic instruments and pedagogical techniques of Célestin Baptistin Freinet (1896-1966) – who, deliberately organized at school, aim to promote the development of intelligence and personality to their maximum possibilities. In view of this, the general objective of the research was to identify and analyze the contributions of the training action with the Work Corners essential to the mobilization and sophistication of the imagination function in the child's psychological activity. The specific objective was to intervene in the educational reality based on the intentional organization of times, materials, relationships and spaces (composition of the Work Corners) combined with pedagogical mediation processes aimed at the sophistication of imagination activity in childhood. The research actions (theoretical study, field activity and data analysis process) were structured to respond to the following research problem: how pedagogical practice in Early Childhood Education, structured in the form of Work Corners, can enhance and reveal clues of the mobilization and sophistication of imagination activity in children? As a thesis, it is highlighted that the imagination function in the child's psyche can be enhanced from formative propositions with Work Songs, since the didactic-pedagogical dynamics made possible by this practice - motivating the child's activity, free expression, teaching mediation and the intentional organization of educational work – significantly activates the set of higher psychic functions, thus providing educational processes that reveal qualitative leaps in the child's psychic development. To respond to the research problem and achieve the objectives (general and specific), methodologically research actions were undertaken in bibliographic sources (academic-scientific productions) to deepen concepts from the perspective of Historical-cultural Theory and Freinet Pedagogy, observation participant in preschool class 2 (5 years old) at an Early Childhood Education Center in the city of Birigui/SP and intervention in reality based on a sample of the class (group with 9 children) through didactic-formative experiment sessions structured under the Work Corners configuration. As a result, it is clear that the active participation of the child, made possible by the favorable dynamics of the Work Songs, contributes to intensifying intrapsychic activity, enabling systemic mobilization and signs of the sophistication of higher psychic functions, especially the imagination function. At the same time, in this didactic-methodological proposition, effective teaching mediation processes are made possible, capable of expanding the child's possibilities of action in the world, thus expressing successful development processes aimed at the formation of humanized intelligences and personalities in childhood schools.
This doctoral study, linked to the Postgraduate Program in Education at the Faculty of Philosophy and Sciences, Universidade Estadual Paulista – Unesp – Campus de Marília/SP, originated from the researcher's reflective action and desire – as a teacher working in Education classes Childhood – in understanding the essence of psychological processes in childhood in their intrinsic relationship with didactic-pedagogical approaches guided by teaching action. Based on the results of the research developed in the master's course and experimental trials with Freinet Techniques in their Early Childhood Education classes, it was possible to infer that children and teachers experience possibilities of development at more sophisticated levels of human psychological capabilities as they become involved in proposals educational subsidized by the theoretical-scientific guidelines of the Historicalcultural Theory and didactic-methodological assumptions of Freinet Pedagogy – theoretical references adopted in this study. In this sense, the content of this doctoral thesis deals – from a theoretical-scientific and practical perspective – on the motivating elements of imagination activity in childhood in the context of Work Songs – a formative proposition inspired by philosophical principles, didactic instruments and pedagogical techniques of Célestin Baptistin Freinet (1896-1966) – who, deliberately organized at school, aim to promote the development of intelligence and personality to their maximum possibilities. In view of this, the general objective of the research was to identify and analyze the contributions of the training action with the Work Corners essential to the mobilization and sophistication of the imagination function in the child's psychological activity. The specific objective was to intervene in the educational reality based on the intentional organization of times, materials, relationships and spaces (composition of the Work Corners) combined with pedagogical mediation processes aimed at the sophistication of imagination activity in childhood. The research actions (theoretical study, field activity and data analysis process) were structured to respond to the following research problem: how pedagogical practice in Early Childhood Education, structured in the form of Work Corners, can enhance and reveal clues of the mobilization and sophistication of imagination activity in children? As a thesis, it is highlighted that the imagination function in the child's psyche can be enhanced from formative propositions with Work Songs, since the didactic-pedagogical dynamics made possible by this practice - motivating the child's activity, free expression, teaching mediation and the intentional organization of educational work – significantly activates the set of higher psychic functions, thus providing educational processes that reveal qualitative leaps in the child's psychic development. To respond to the research problem and achieve the objectives (general and specific), methodologically research actions were undertaken in bibliographic sources (academic-scientific productions) to deepen concepts from the perspective of Historical-cultural Theory and Freinet Pedagogy, observation participant in preschool class 2 (5 years old) at an Early Childhood Education Center in the city of Birigui/SP and intervention in reality based on a sample of the class (group with 9 children) through didactic-formative experiment sessions structured under the Work Corners configuration. As a result, it is clear that the active participation of the child, made possible by the favorable dynamics of the Work Songs, contributes to intensifying intrapsychic activity, enabling systemic mobilization and signs of the sophistication of higher psychic functions, especially the imagination function. At the same time, in this didactic-methodological proposition, effective teaching mediation processes are made possible, capable of expanding the child's possibilities of action in the world, thus expressing successful development processes aimed at the formation of humanized intelligences and personalities in childhood schools.
Descrição
Palavras-chave
Educação infantil, Teoria histórico-cultural, Pedagogia Freinet, Imaginação na infância, Cantos de trabalho, Early childhood education, Historical-cultural theory, Freinet Pedagogy, Imagination, Work corners
Como citar
KUSUNOKI, Karolyne Aparecida Ribeiro. Imaginação na infância: atividades da criança e da professora da educação infantil nos cantos de trabalho sob a ótica da teoria histórico-cultural e da Pedagogia Freinet. 2024. 250 f. Tese (Doutorado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2023.