Pesquisa bibliográfica sobre a observação das crianças de creche: uma metodologia importante à ação docente
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Data
2023-06-29
Autores
Manfré, Viviane Barrozo [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia “Júlio de Mesquita Filho” – Universidade Estadual Paulista – UNESP, campus de Presidente Prudente e encontra-se vinculada à linha de pesquisa Processos Formativos, Infância e Juventude. A proposta desse projeto foi estudar a observação como metodologia da prática pedagógica do professor na Educação Infantil – creche, que coloca a criança, suas experiências e saberes no foco da ação educativa. O problema de pesquisa, que resultou nesta produção do conhecimento, foi a ausência de observação enquanto uma metodologia da prática pedagógica do professor que atua na creche. A grande questão norteadora deste estudo foi: Como as pesquisas têm abordado a observação enquanto elemento da prática pedagógica do professor que atua na creche – na Educação Infantil? O objetivo geral foi verificar e discutir, a partir da consulta de produções acadêmicas, se a observação das crianças tem sido incorporada nas práticas pedagógicas dos professores que atuam em creche enquanto uma metodologia da ação docente. A relevância social da pesquisa consiste em dar voz, vez e visibilidade aos sujeitos, ainda hoje, invisibilizados (crianças de creche), uma vez que, do ponto de vista científico, trata-se de algo concebido como novo, por meio da incorporação da observação enquanto uma metodologia do professor que atua na creche. A pesquisa desenvolvida nessa dissertação foi concebida como qualitativa, cujo os procedimentos metodológicos adotados foram a pesquisa bibliográfica do tipo estado do conhecimento. Os dados obtidos nessa pesquisa apontaram para o fato de que só é possível compreender os universos particulares das crianças por meio do conhecimento, reconhecimento e entendimento dos variados contextos socioculturais em que elas se encontram inseridas. O ato de observar é um instrumento fundamental para o conhecimento das crianças, para a identificação, diferenciação e das ações, comportamentos e expressões. Nos dias atuais, gradativamente, nós, enquanto sociedade, estamos descobrindo e aprendendo a importância da escuta sensível sobre os dizeres das crianças em suas múltiplas linguagens, assim como a oportunizar espaços e tempos para que tenham a liberdade de expressão, brincar e viver plenamente esta etapa da vida: a infância. O desafio posto consiste em conhecer, reconhecer e desvelar as naturezas e as culturas das crianças, em seus mais variados contextos, tempos e espaços que as constituem como seres humanos únicos que detêm as suas especificidades e multiculturalidades.
This dissertation was developed together with the Graduate Program in Education at the Faculty of Science and Technology "Júlio de Mesquita Filho" - Universidade Estadual Paulista - UNESP, campus of Presidente Prudente and is linked to the line of research Formative Processes, Childhood and Youth. The proposal of this project was to study the observation as a methodology of the teacher's pedagogical practice in Early Childhood Education - daycare, which puts the child, their experiences and knowledge in the focus of the educational action. The research problem, which resulted in this production of knowledge, was the absence of observation as a methodology of the pedagogical practice of the teacher who works in the day care center. The main guiding question of this study was: How has research approached observation as an element of the pedagogical practice of teachers working in day care centers – in Early Childhood Education? The general objective was to verify and discuss, from the consultation of academic productions, if the observation of the children has been incorporated in the pedagogical practices of the teachers that work in day care centers as a methodology of the teaching action. The social relevance of the research consists of giving voice, time and visibility to subjects, who are still invisible today (children at day care centers), since, from a scientific point of view, it is something conceived as new, through the incorporation of the observation as a methodology of the teacher who works in the day care center. The research developed in this dissertation was conceived as qualitative, whose methodological procedures adopted were the bibliographical research of the state of knowledge type. The data obtained in this research pointed to the fact that it is only possible to understand the particular universes of children through knowledge, recognition and understanding of the various sociocultural contexts in which they are inserted. The act of observing is a fundamental instrument for the knowledge of children, for the identification, differentiation and actions, behaviors and expressions. Nowadays, we, as a society, are gradually discovering and learning the importance of sensitive listening to children's sayings in their multiple languages, as well as providing spaces and times for them to have freedom of expression, play and fully live this stage of life: childhood. The challenge posed is to know, recognize and unveil the nature and cultures of children, in their most varied contexts, times and spaces that constitute them as unique human beings who have their specificities and multiculturalism.
This dissertation was developed together with the Graduate Program in Education at the Faculty of Science and Technology "Júlio de Mesquita Filho" - Universidade Estadual Paulista - UNESP, campus of Presidente Prudente and is linked to the line of research Formative Processes, Childhood and Youth. The proposal of this project was to study the observation as a methodology of the teacher's pedagogical practice in Early Childhood Education - daycare, which puts the child, their experiences and knowledge in the focus of the educational action. The research problem, which resulted in this production of knowledge, was the absence of observation as a methodology of the pedagogical practice of the teacher who works in the day care center. The main guiding question of this study was: How has research approached observation as an element of the pedagogical practice of teachers working in day care centers – in Early Childhood Education? The general objective was to verify and discuss, from the consultation of academic productions, if the observation of the children has been incorporated in the pedagogical practices of the teachers that work in day care centers as a methodology of the teaching action. The social relevance of the research consists of giving voice, time and visibility to subjects, who are still invisible today (children at day care centers), since, from a scientific point of view, it is something conceived as new, through the incorporation of the observation as a methodology of the teacher who works in the day care center. The research developed in this dissertation was conceived as qualitative, whose methodological procedures adopted were the bibliographical research of the state of knowledge type. The data obtained in this research pointed to the fact that it is only possible to understand the particular universes of children through knowledge, recognition and understanding of the various sociocultural contexts in which they are inserted. The act of observing is a fundamental instrument for the knowledge of children, for the identification, differentiation and actions, behaviors and expressions. Nowadays, we, as a society, are gradually discovering and learning the importance of sensitive listening to children's sayings in their multiple languages, as well as providing spaces and times for them to have freedom of expression, play and fully live this stage of life: childhood. The challenge posed is to know, recognize and unveil the nature and cultures of children, in their most varied contexts, times and spaces that constitute them as unique human beings who have their specificities and multiculturalism.
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Palavras-chave
Observação, Creche, Escuta sensível, Bebês, Crianças, Observation, Nursery, Sensitive listening, Babies, Children