scholarly journals Letramento Visual na Educação Infantil: uma Proposta de Ensino

2019 ◽  
Vol 20 (3) ◽  
pp. 327
Author(s):  
Ana Carolina Vieira de Brito ◽  
Alda Maria Coimbra Aguilar Maciel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Nursery School ◽  
National Curriculum ◽  
Narrative Structure ◽  
Childhood Education ◽  
Teacher Opinion ◽  
Educational Product ◽  
Curriculum Guidelines

O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract                                                                                                   This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro.  The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.

scholarly journals IDENTIDADE PESSOAL E SOCIAL DA CRIANÇA: A IMPORTÂNCIA DOS BRINQUEDOS E DAS BRINCADEIRAS.

2019 ◽  
Vol 2 ◽  
pp. 44
Author(s):  
Raquel Dilly Konrath ◽  
Cláudia Schemes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Identity ◽  
National Curriculum ◽  
Social Formation ◽  
Childhood Education ◽  
Legal Documents ◽  
Curriculum Guidelines ◽  
The Right ◽  
Legal Guidelines

O presente artigo tem como objetivo abordar e analisar a formação da identidade pessoal e social da criança na Educação Infantil estabelecidos nas atuais Diretrizes e Referenciais Curriculares Nacionais da Educação Infantil. Procura, também, identificar a importância das brincadeiras e suas interações, dos brinquedos para o desenvolvimento da formação desta identidade e do papel do professor e da professora nesse processo. Esta pesquisa configura-se como exploratória qualitativa e tem como procedimento técnico a análise dos documentos legais como o Referencial Curricular Nacional para a Educação Infantil: formação pessoal e social (BRASIL, 1998), as Diretrizes curriculares nacionais para a educação infantil (BRASIL, 2010) e os Brinquedos e brincadeiras nas creches: manual de orientação pedagógica (BRASIL, 2012). Entendemos que os textos e as diretrizes legais, mesmo sendo referências nacionais, são significados no seu contexto e, por mais que se procure universalizar práticas, estas só se revelam na ação dos próprios sujeitos que o compõem e lhe dão sentido e significado. Ou seja, por mais que as diretrizes ou as orientações legais sejam prescritivas e universais, quem dá sentido ao texto e ao conhecimento é o próprio sujeito que o vive. Palavras-chave: Identidade. Criança. Formação pessoal e social. Brinquedos.ABSTRACTThis article addresses and analyzes one of the objectives of Early Childhood Education established in the current National Curriculum Guidelines and Frameworks for Early Childhood Education, which is the formation of the child’s personal and social identity. It emphasizes the importance of the games, toys and their interactions for the development of the formation of the personal and social identity and the role of the teacher in this process. This research is configured as a qualitative and thematic research as an analysis of legal documents as the National Curricular Reference for Childhood Education: personal and social formation (BRASIL, 1998), National Curricular Guidelines for Early Childhood Education (BRASIL, 2010), The toys and games in the nursery: pedagogical guidance manual. (BRAZIL, 2012). We understand that texts and legal laws, even if they are national references, are meaningful in their context and therefore are universal practices, these are revealed in the action of more rigorous than the right of speech and meaning. That is, as rough as legal guidelines are prescribed and universal, what gives meaning to the text and to knowledge is the subject who lives.Keywords: Identity. Child. Personal and social formation. Toys.

scholarly journals A EDUCAÇÃO AMBIENTAL NA EDUCAÇÃO INFANTIL: limites e possibilidades

2016 ◽  
Vol 23 (1) ◽  
pp. 81
Author(s):  
Daniele Saheb ◽  
Daniela Gureski Rodrigues
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
National Curriculum ◽  
Pedagogical Practice ◽  
Public And Private ◽  
The Public ◽  
Childhood Education ◽  
Palabras Clave ◽  
Curriculum Guidelines

Este artigo objetiva problematizar as características do pensamento e da ação dos docentes da Educação Infantil sobre a temática ambiental nas esferas pública e privada. Trata-se de uma pesquisa com análise qualitativa, cujos instrumentos utilizados foram entrevistas, análise da proposta pedagógica e observação do ambiente educativo. O estudo, realizado em Curitiba, Paraná, revelou a partir da análise das propostas pedagógicas das duas instituições que existe a orientação para o trabalho interdisciplinar com a Educação Ambiental na Educação Infantil. Constatou-se por meio dos discursos que todos os docentes pesquisados concordam com a importância da inserção da Educação Ambiental na Educação Infantil e alegam trabalhar com o tema em suas turmas. As observações do ambiente demonstraram atividades voltadas principalmente à reutilização de materiais recicláveis para a confecção de brinquedos, observação da natureza e horta. Apesar dos avanços do debate sobre a Educação Ambiental na Educação Infantil impulsionado pelas Diretrizes Curriculares Nacionais de Educação Ambiental (2012) e das Diretrizes Curriculares Nacionais para a Educação Infantil (2009), ainda mostrou-se predominante nos discursos e na prática pedagógica uma concepção de cunho reducionista e naturalista. Palavras-chave: Educação ambiental. Educação infantil. Prática pedagógica.  THE ENVIRONMENTAL EDUCATION IN CHILDHOOD EDUCATION: limits and possibilities Abstract: This article aims to discuss the action and thoughts characteristics from the early childhood education teachers on the environmental issues in the public and private spheres. This is a qualitative analysis survey, which the instruments used were interviews, pedagogical proposal analysis and educational environment observation. The study, conducted in Curitiba, Paraná, showed from the pedagogical proposal analysis of the two institutions that there is guidance for the interdisciplinary work with the environmental education in early childhood education. It was found, through the speeches, that all surveyed teachers agree with the importance of the environmental education in early childhood education and claim to work with this subject in their classes.  The environmental observations demonstrated activities related mainly to recyclable material re-use to manufacture toys, nature observation and garden. Despite advances on the environmental education debate in early childhood education driven by the Environmental Education National Curriculum Guidelines (2012) and the Early Childhood Education National Curriculum Guidelines (2009), it is still proved to be predominantly in speeches and in the pedagogical practice a reductionist and naturalist concept. Keywords: Environmental Education. Childhood Education. Pedagogical practice.   LA EDUCACIÓN AMBIENTAL EN LA EDUCACIÓN INFANTIL: límites y posibilidadesResumen: Este   estudio   tiene   como   objetivo   plantearse   como   problema   las características del pensamiento y de las acciones del profesorado de la Educación Infantil sobre tema medioambiental en las esferas públicas y privada. Se trata de una investigación con análisis cualitativa, a los cuales   los   instrumento   utilizados   fueron   entrevistas,   análisis   de   la propuesta   pedagógica   y   observación   del   entorno   educativo.   La investigación, realizada en Curitiba, Paraná, puso de manifiesto a partir del análisis de las propuestas pedagógicas de dos instituciones, donde hay orientación  para el   trabajo interdisciplinario  entre la  Educación Ambiental   y   la   Educación   Ambiental   en   la   Educación Infantil. Se comprobó a través de los discursos que todo el profesorado investigado   concuerda   con   la   importancia   de   la   inclusión   de   la Educación Ambiental a la Educación Infantil donde alega trabajar con   el   tema   en   sus   clases.   Las   observaciones   del   medio ambiente demuestran     actividades   enfocadas   sobre   todo   a   la   reutilización   de materiales reciclables para la elaboración de juguetes, observación de la naturaleza y huerta. Pese a los avances del debate sobre Educación Medio ambiental en la Educación Infantil impulsado por las Directrices Curriculares Nacionales de Educación Ambiental (2012) y de las Directrices Curriculares Nacionales para la Educación Infantil (2009), demostró   todavía   dominante   en   los   discursos   y   en   la   práctica pedagógica una concepción de molde reduccionista y naturalista. Palabras clave: Educación Ambiental. Educación Infantil. Práctica Pedagógica. 

scholarly journals READING AND WRITING IN EARLY CHILDHOOD EDUCATION: CONTEXTS AND PRACTICES UNDER DEBATE

2019 ◽  
Vol 49 (174) ◽  
pp. 100-129
Author(s):  
Maria Fernanda Rezende Nunes ◽  
Patrícia Corsino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Curriculum ◽  
Reading And Writing ◽  
Childhood Education ◽  
Writing Practices ◽  
Curriculum Guidelines ◽  
Education And Care ◽  
Good Reading ◽  
Experience Education

Abstract The article reports an analysis of interviews and observations carried out in 27 schools by the research team in charge of project “Boas práticas de leitura e escrita na educação infantil” [Good reading and writing practices in Early Childhood Education], which encompasses 7 counties in different Brazilian regions. Good practices are the ones in which childhood and experience, education and care are creation binomials based on the Diretrizes Curriculares Nacionais para a Educação Infantil [National Curriculum Guidelines for Early Childhood Education] (DCNEI - 2009). The article introduces the profile of the assessed schools and analyzes the observation records according to space and materials and interaction and interlocution categories. Based on the results, it is essential to seek an identity for early childhood education based on the dialogic way teachers listen and respond to children. Ludic-symbolic practices prevail in daycare centers, whereas these practices are added with more directive practices in pre-schools, which are substantiated by contents linked to literacy.

scholarly journals A EDUCAÇÃO AMBIENTAL NA EDUCAÇÃO INFANTIL: limites e possibilidades

2016 ◽  
Vol 23 (1) ◽  
pp. 81
Author(s):  
Daniele Saheb ◽  
Daniela Gureski Rodrigues
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
National Curriculum ◽  
Environmental Issues ◽  
Pedagogical Practice ◽  
Public And Private ◽  
The Public ◽  
Childhood Education ◽  
Curriculum Guidelines

Este artigo objetiva problematizar as características do pensamento e da ação dos docentes da Educação Infantil sobre a temática ambiental nas esferas pública e privada. Trata-se de uma pesquisa com análise qualitativa, cujos instrumentos utilizados foram entrevistas, análise da proposta pedagógica e observação do ambiente educativo. O estudo, realizado em Curitiba, Paraná, revelou a partir da análise das propostas pedagógicas das duas instituições que existe a orientação para o trabalho interdisciplinar com a Educação Ambiental na Educação Infantil. Constatou-se por meio dos discursos que todos os docentes pesquisados concordam com a importância da inserção da Educação Ambiental na Educação Infantil e alegam trabalhar com o tema em suas turmas. As observações do ambiente demonstraram atividades voltadas principalmente à reutilização de materiais recicláveis para a confecção de brinquedos, observação da natureza e horta. Apesar dos avanços do debate sobre a Educação Ambiental na Educação Infantil impulsionado pelas Diretrizes Curriculares Nacionais de Educação Ambiental (2012) e das Diretrizes Curriculares Nacionais para a Educação Infantil (2009), ainda mostrou-se predominante nos discursos e na prática pedagógica uma concepção de cunho reducionista e naturalista.Palavras-chave: Educação ambiental. Educação infantil. Prática pedagógica.  THE ENVIRONMENTAL EDUCATION IN CHILDHOOD EDUCATION: limits and possibilities Abstract: This article aims to discuss the action and thoughts characteristics from the early childhood education teachers on the environmental issues in the public and private spheres. This is a qualitative analysis survey, which the instruments used were interviews, pedagogical proposal analysis and educational environment observation. The study, conducted in Curitiba, Paraná, showed from the pedagogical proposal analysis of the two institutions that there is guidance for the interdisciplinary work with the environmental education in early childhood education. It was found, through the speeches, that all surveyed teachers agree with the importance of the environmental education in early childhood education and claim to work with this subject in their classes.  The environmental observations demonstrated activities related mainly to recyclable material re-use to manufacture toys, nature observation and garden. Despite advances on the environmental education debate in early childhood education driven by the Environmental Education National Curriculum Guidelines (2012) and the Early Childhood Education National Curriculum Guidelines (2009), it is still proved to be predominantly in speeches and in the pedagogical practice a reductionist and naturalist concept.Keywords: Environmental Education. Childhood Education. Pedagogical practice.   LA EDUCACIÓN AMBIENTAL EN LA EDUCACIÓN INFANTIL: límites y posibilidadesResumen: Este   estudio   tiene   como   objetivo   plantearse   como   problema   las características del pensamiento y de las acciones del profesorado de la Educación Infantil sobre tema medioambiental en las esferas públicas y privada. Se trata de una investigación con análisis cualitativa, a los cuales   los   instrumento   utilizados   fueron   entrevistas,   análisis   de   la propuesta   pedagógica   y   observación   del   entorno   educativo.   La investigación, realizada en Curitiba, Paraná, puso de manifiesto a partir del análisis de las propuestas pedagógicas de dos instituciones, donde hay orientación  para el   trabajo interdisciplinario  entre la  Educación Ambiental   y   la   Educación   Ambiental   en   la   Educación Infantil. Se comprobó a través de los discursos que todo el profesorado investigado   concuerda   con   la   importancia   de   la   inclusión   de   la Educación Ambiental a la Educación Infantil donde alega trabajar con   el   tema   en   sus   clases.   Las   observaciones   del   medio ambiente demuestran     actividades   enfocadas   sobre   todo   a   la   reutilización   de materiales reciclables para la elaboración de juguetes, observación de la naturaleza y huerta. Pese a los avances del debate sobre Educación Medio ambiental en la Educación Infantil impulsado por las Directrices Curriculares Nacionales de Educación Ambiental (2012) y de las Directrices Curriculares Nacionales para la Educación Infantil (2009), demostró   todavía   dominante   en   los   discursos   y   en   la   práctica pedagógica una concepción de molde reduccionista y naturalista.Palabras clave: Educación Ambiental. Educación Infantil. Práctica Pedagógica. 

scholarly journals FOLCLORE EM FORMA DE ROLE-PLAYING GAME: CRIAÇÃO DE UM JOGO PARA UTILIZAÇÃO NA EDUCAÇÃO INFANTIL

2020 ◽  
Vol 8 (1) ◽  
pp. 131-151
Author(s):  
Yara Pinto Ferreira Kurutz ◽  
Levi Hülse ◽  
Joel Cezar Bonin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Method ◽  
Role Playing ◽  
Preschool Age ◽  
Childhood Education ◽  
Descriptive Research ◽  
Educational Product ◽  
Role Playing Game ◽  
Different Content

O presente estudo apontou os desdobramentos da utilização do Role-Playing Game (RPG) explorando temas relacionados ao Folclore na educação infantil. Assim sendo, o texto que segue é resultado do desenvolvimento de todas as etapas que foram criadas para a aplicação do projeto de pesquisa. As etapas aqui apresentadas são uma síntese dos tópicos mais importantes que foram utilizados para o desenrolar da atividade central do projeto, a saber, a criação e a aplicação do jogo de RPG sobre o folclore brasileiro para crianças do Ensino Fundamental I, de um núcleo educacional da cidade de Porto União-SC. Dessa forma, o texto aqui apresentado se divide nas seguintes etapas: 1 – o brincar e o aprender e sua conexão com o RPG; 2 – a relação brincar/aprender com a nova BNCC; 3 - o brincar e sua relação com o desenvolvimento infantil; 4 – A aplicação do RPG para o ensino do folclore; 5 – a metodologia da pesquisa; 6 – uma breve explanação sobre o produto educacional; 7 – resultados e discussão e 8 – considerações finais. Vale destacar que como metodologia optou-se pela pesquisa descritiva vinculada a abordagem qualitativa. Esta forma de pesquisa teve como foco principal a intenção de aproximar o conhecimento da vida dos estudantes da faixa etária pré-escolar com os saberes populares ligados ao folclore. Os resultados alcançados correspondem com a finalidade primordial pensada para o projeto, a saber, a capacidade de ensinar um conteúdo diferente com um método de ensino igualmente diferente. Não há dados estatísticos para mensurar o nível de aprendizagem, pois a verdadeira intenção do projeto foi a de ensinar brincando. Palavras-chave: Educação Infantil. Role-Playing Game (RPG). Folclore. Produto educacional. ABSTRACT: The present study pointed out the consequences of using the Role-Playing Game (RPG) exploring themes related to Folklore in early childhood education.  Therefore, the text that follows is the result of the development of all the steps that were created for the application of the research project.  The steps presented here are a synthesis of the most important topics that were used to carry out the central activity of the project, namely, the creation and application of the RPG game about Brazilian folklore for elementary school children, from an educational center in the city of Porto União-SC.  Thus, the text presented here is divided into the following stages: 1 - playing and learning and its connection with the RPG; 2 - the play / learn relationship with the new BNCC; 3 - playing and its relationship with child development; 4 - The application of RPG for teaching folklore; 5 - the research methodology; 6 - a brief explanation of the educational product; 7 - results and discussion and 8 - final considerations. It is worth mentioning that as a methodology, we opted for descriptive research linked to a qualitative approach. This form of research had as main focus the intention of bringing the knowledge of the life of the students of the preschool age group with the popular knowledge linked to folklore.  The results achieved correspond to the primary purpose thought for the project, namely, the ability to teach different content with an equally different teaching method. There is no statistical data to measure the level of learning, as the real intention of the project was to teach while playing. Keywords: Early Childhood Education. Role-Playing Game (RPG). Folklore. Educational product.

scholarly journals Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children

2019 ◽  
Vol 41 ◽  
pp. e43759
Author(s):  
Patrícia Domingos dos Santos ◽  
Franciele Cascaes da Silva ◽  
Bruna Weber Santos ◽  
Camila Isabel Santos Schivinski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Respiratory Infections ◽  
Nursery School ◽  
Acute Respiratory Infections ◽  
Education Professionals ◽  
Childhood Education ◽  
Nursery Schools ◽  
The City

The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.

Mapping the Policy Landscape of Australian Early Childhood Education Policy through Document Analysis

2018 ◽  
Vol 43 (2) ◽  
pp. 4-13 ◽  
Author(s):  
Natasha Hard ◽  
Paige Lee ◽  
Sue Dockett
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Curriculum ◽  
Document Analysis ◽  
Childhood Education ◽  
Early Childhood Education Policy ◽  
Early Childhood Policy ◽  
Early School ◽  
Wide Range ◽  
Large Corpus

WHILE MUCH HAS BEEN written about recent reforms in Australian early childhood education (birth to five) policy, less attention has been directed towards the changes across the whole early childhood period (birth to eight) and potential links between policy covering the prior-to-school and early school years. The near-concurrent introduction of two national curriculum documents covering these sectors has provided opportunities to explore such links. Recognising that such national approaches do not emerge from a vacuum, we identified a wide range of additional documents that contributed to the history, development, implementation and evaluation of the national curriculum documents, with the aim of exploring the links across these and the policy imperatives guiding these. Qualitative Document Analysis was used to manage the overwhelming number of related documents that were identified. In this paper, we share the processes used in the descriptive coding of a large corpus of documents, and reflect on the advantages and challenges encountered. We share these reflections not only as a means of contributing to discussions about the nature and impact of early childhood policy, but also to provide a transparent basis for future analyses.

Belonging and language

2019 ◽  
Vol 10 (2) ◽  
pp. 170-182
Author(s):  
Chris Peers
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
20Th Century ◽  
21St Century ◽  
Jacques Derrida ◽  
National Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Existentialist Philosophy ◽  
Philosophical Debates

This article contributes to a growing debate within the field of early childhood education about the concept of ‘belonging’. It continues from earlier discussions that commented on the adoption of Belonging as a key term in the development of a national curriculum for the early years in Australia in 2009, as well as increasingly common references to belonging in various aspects of debate within the field. The article focuses specifically on the idea of belonging as it has emerged within existentialist philosophy in the 20th century, and more recent post-structuralist theories, especially the work of Jacques Derrida. The article ties belonging to language as a means of redefining approaches in early childhood education to the notions of place and context, so as to more rigorously connect ‘belonging’ to the philosophical debates of the 21st century.

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