scholarly journals A teoria pós-colonialista em um referencial ao estágio na Educação Infantil

2021 ◽  
Vol 14 (1) ◽  
pp. 85
Author(s):  
Claudionor Renato da Silva ◽  
Viviane Drumond
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Practices ◽  
Initial Formation ◽  
Childhood Education ◽  
Fundamental Education ◽  
Qualitative Nature

Práticas pós-colonialistas na educação infantil são práticas que se esperam tornarem-se efetivas, para além de um referencial, ou seja, abarquem uma concepção de profissionalidade que se inicie na formação inicial, em cursos de pedagogia, no componente curricular de Estágio. A pesquisa organiza reflexões sobre as práticas educativas estagiais com as crianças de 0 a 5 anos. Problematizando: quais práticas são evidenciadas no dia a dia das escolas de educação infantil? São de imposições adultas ou aquelas que valorizam e evidenciam as vozes e os corpos infantis? O referencial é a teoria pós-colonialista na educação e o estágio, enquanto campo do conhecimento. A metodologia, de natureza qualitativa utiliza-se da pesquisa bibliográfica. Os resultados indicam que nas práticas estagiais há um distanciamento de uma proposta pós-colonialista; há uma centralidade na professora e uma reprodução do modelo de ensino fundamental, o que exige conhecimentos do referencial pós-colonialista, numa perspectiva de inovação educacional.Palavras-chave: Teoria Pós-Colonialista. Estágio. Educação Infantil. The post-colonialist theory in a reference to the internship in Child EducationABSTRACT Postcolonialist practices in early childhood education are practices that are expected to become effective, in addition to a referential, that is, encompass a conception of professionalism that begins in initial formation, in pedagogy courses, in the curricular component of Internship. The research organizes reflections on the statistical educational practices with children from 0 to 5 years old. Problematizing: what practices are evident in the day-to-day of kindergarten schools? Are they from adult impositions or those that value and evidence voices and children's bodies? The referential is postcolonialist theory in education and the internship as a field of knowledge. The methodology, of a qualitative nature, is used in bibliographical research. The results indicate that in the statistical practices there is a distancing from a postcolonialist proposal; there is a centrality in the teacher and a reproduction of the model of fundamental education, which requires knowledge of the postcolonialist framework, in a perspective of educational innovation.Keywords: Post-Colonialist Theory. Internship. Child Education.La teoría post-colonialista en un referencial a la etapa en la Educación InfantilRESUMENLas prácticas post-colonialistas en la educación infantil son prácticas, que se esperan llegar a ser efectivas, además de un referencial, o sea, abarcar una concepción de profesionalidad que se inicie en la formación inicial, en cursos de pedagogía, en el componente curricular de Prácticas. La investigación organiza reflexiones sobre las prácticas educativas estacionarias con los niños de 0 a 5 años. Problematizando: ¿qué prácticas se evidencian en el día a día de las escuelas de educación infantil? ¿Son de imposiciones adultas o aquellas que valoran y evidencian las voces y los cuerpos infantiles? El referencial es la teoría post-colonialista en la educación y la prácticas, en cuanto campo del conocimiento. La metodología, de naturaleza cualitativa, se utiliza de la investigación bibliográfica. Los resultados indican que en las prácticas estacionarias hay un distanciamiento de una propuesta post-colonialista; hay una centralidad en la profesora y una reproducción del modelo de enseñanza fundamental, lo que exige conocimientos del referencial post-colonialista, en una perspectiva de innovación educativa.Palabras clave: Teoría Post-Colonialista. Prácticas. Educación Infantil.

Early Childhood Education Schools in Brazil

2018 ◽  
pp. 202-221
Author(s):  
Tizuko Morchida Kishimoto
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
The State ◽  
Educational Practices ◽  
Japanese Education ◽  
Japanese Children ◽  
Childhood Education ◽  
The Third ◽  
Research Context ◽  
Brazilian Children

This chapter investigates play and interculturality between Brazilian and Japanese children in early childhood education schools in the state of Sao Paulo, Brazil. The research context is 27 schools in five cities with nursery and kindergarten. Three questions structure the article. The first deals with family motivations indicating Japanese education and culture as one of the reasons for choosing the schools. The second examines the objectives and educational practices, and the third explores the play and interculturality between Japanese and Brazilian children.

scholarly journals Early Childhood Education Teachers’ Perception of Outdoor Learning Activities in the Spanish Region of Extremadura

2021 ◽  
Vol 13 (16) ◽  
pp. 8986
Author(s):  
Jorge Rojo-Ramos ◽  
Fernando Manzano-Redondo ◽  
Sabina Barrios-Fernandez ◽  
Miguel Angel García-Gordillo ◽  
José Carmelo Adsuar
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Education ◽  
Learning Activities ◽  
Educational Practices ◽  
Outdoor Learning ◽  
Specific Training ◽  
Childhood Education ◽  
Research Questions ◽  
Spanish Region

Over the years, it has been demonstrated that nature is a very important pillar in learning. Outdoor education is an innovative pedagogical approach that is gaining prominence and brings numerous benefits to the students who receive it. Previous studies have tried to show the positive relationship between education and nature and its benefits for children, but only a few reports refer to the specific perception of teachers on this issue, as well as possible differences according to the location of the school. Thus, taking into account the research questions, this paper aims to identify, analyze, and interpret the perception of early childhood education teachers in the Spanish region of Extremadura about outdoor educational practices. For this purpose, attention is paid to the implementation, difficulties, training, or area in which these outdoor educational practices take place, considering the location of the school. Findings showed that teachers are aware of the benefits of outdoor education, but most of them have not received specific training on it, perceive difficulties in carrying them out, or only carry them out at school. As a result, some differences can be perceived depending on the location of the school. Therefore, these results should make us change our perception of education and be able to propose alternatives, involving all the agents and participants of the education system and being aware of the benefits of outdoor education.

scholarly journals “EU TÔ ASSUSTADO. NÃO QUERO SAIR DA MINHA ESCOLA.” REFLEXÕES SOBRE A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O PRIMEIRO ANO DO ENSINO FUNDAMENTAL. "I'M SCARED. I DO NOT WANT TO LEAVE MY SCHOOL ". REFLECTIONS ON THE TRANSITION OF CHILDREN IN EARLY CHILDHOOD EDUCATION FOR THE FIRST YEAR OF FUNDAMENTAL EDUCATION.

RevistAleph ◽  
2018 ◽  
Author(s):  
Débora De Lima Do Carmo ◽  
Maria Vitória Campos Mamede Maia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
First Year ◽  
Childhood Education ◽  
Fundamental Education

O artigo parte de um episódio de integração das crianças do último grupamento da Educação Infantil com alunos do primeiro ano do Ensino Fundamental de uma mesma instituição pública. Destacam-se alguns fios presentes nessa trama ao abordar a passagem da Educação Infantil para o primeiro ano enquanto inserção crítica que necessita de acolhimento. Fios que nos fazem problematizar e refletir sobre a importância do ambiente confiável, as barreiras de aprendizagem e o trabalho com o lúdico como possibilidade de uma transição que seja desejável pelas crianças. Além disso, busca-se nesse texto trazer a dimensão do cuidado numa perspectiva ética e política ao pensar nesse processo de transição das crianças entre esses dois segmentos.

scholarly journals DISCIPLINAS ESPECÍFICAS DE EDUCAÇÃO INFANTIL NO CURSO DE PEDAGOGIA DA UNIVERSIDADE ESTADUAL DE LONDRINA: CONTRIBUIÇÕES PARA O PROCESSO FORMATIVO INICIAL DE PROFESSORES

2018 ◽  
Vol 15 (4) ◽  
pp. 106-117
Author(s):  
Marta Regina Furlan de Oliveira ◽  
Lauriete da Silva Bernardes Vicente
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
State University ◽  
Childhood Education ◽  
Knowledge For Teaching ◽  
Qualitative Nature

This article has the main objective of understanding the initial formation of teachers of Child Education, providing a critical look at the contributions of the specific disciplines of this area to the graduation of Pedagogy from the State University of Londrina. This text is justified, mainly, by considering that Early Childhood Education is the first stage of the basic education of the child and needs to be better re-signified in the courses of teacher training, in this case, Degree in Pedagogy. There is still the need to analyze this process of initial training and if there is quality in the teacher training to work with children from the earliest age. The methodology proposed is of a qualitative nature, with a bibliographical study, analysis of the official documents and specific disciplines directed to the formation of teachers for Early Childhood Education, in order to perceive the contributions of the Pedagogical Course of the State University of Londrina, with a view content and content of their respective subjects. As a result, it is believed that the Pedagogy course, if well structured and organized as a curriculum of knowledge for teaching, research and extension, can effectively contribute in the initial educational process for a quality work with the education of the childhood.

scholarly journals Infância, imagem e formação docente: Entre experiências, saberes e poderes na Educação Infantil.

2018 ◽  
Vol 14 (30) ◽  
pp. 277-296
Author(s):  
César Donizetti Leite ◽  
Andréia Regina de oliveira Camargo
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Michel Foucault ◽  
Theoretical Basis ◽  
Educational Practices ◽  
Childhood Education

The reflections around teacher training and the means by which it is treated in the educational contexts have major importance, due to the urgency of the topic as well as the multiplicity of ways to be dealt along with the teachers. From researches of images production, developed with children and teachers in the ambit of early childhood education, this text will reflect on the formative processes of teachers in the childhood education. In this context, there are a few relevant questions: what can the image do in the formative processes? In which ways may the teacher training help us to think about the childhood and the educational practices with little children? By which means may the childhood help us to think the work of teacher training. In this way, using the produced images, this text aims to operate in the circulation movement of the thought itself, in which the thought can, in its exteriority, experiment with words (language), childhood, image and teacher training, enabling ruptures to think about the child, the educators, the school, the knowledge, the doing, the powers, the action protocols, what to do with the children and how to deal with them, composing possibilities that overflow what is determined and legalized. As theoretical basis, we take authors such as G. Agamben, G. Deleuze e Michel Foucault.

scholarly journals A disseminação da temática ambiental nos cursos de formação de docentes em nível médio

2017 ◽  
Vol 34 (2) ◽  
pp. 115-135
Author(s):  
Jacqueline Rossana Maria Zaions ◽  
Leonir Lorenzetti
Keyword(s):  
High School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Dimension ◽  
Early Years ◽  
Teaching Methodologies ◽  
Childhood Education ◽  
Technical High School ◽  
Qualitative Nature ◽  
Trained Teachers

O estudo objetivou pesquisar a relação dos conhecimentos e práticas da Educação Ambiental nos documentos oficiais com as ações de duas professoras que ministram a disciplina de Metodologias de Ensino de Ciências, no curso de Formação de Docentes da Educação Infantil e anos iniciais do Ensino Fundamental, em nível médio, na modalidade normal e investigar como ocorre a disseminação para oito professoras formadas que cursam Pedagogia. Trata-se de uma pesquisa exploratória de natureza qualitativa. As entrevistas semi-estruturadas foram analisadas com base na técnica da Análise Textual Discursiva, sendo identificadas e caracterizadas as concepções conservacionista, pragmática, crítica. Verificamos que as três macrotendências estão presentes nos documentos oficiais, nas concepções e práticas das entrevistadas, revelando a necessidade de ações efetivas para ampliar a dimensão crítica entre as professoras formadoras e as formadas. The study aimed to investigate the relation between knowledge and Environmental Education practices in the official curricular documents, with the actions of two teachers who teach Science Teaching Methodologies in the Teacher Training Early Childhood Education and early years, in the technical high school in Curitiba and to inquire into how its dissemination to eight trained teachers who study Pedagogy. This is an exploratory and documentary research of a qualitative nature which interviews were analyzed by Technique of Discursive Textual Analysis, they was identified and characterized like conservationist, pragmatic and critical conceptions. We verified three macro trends present in the official documents, in the conceptions and practices of the interviewees, revealing an effective actions necessity to enlarge the critical dimension between training teachers and teachers in training. El estudio tuvo por objetivo investigar la relación de los conocimientos y prácticas de la Educación Ambiental en los documentos oficiales con las acciones de dos profesoras que ministran la asignatura de Metodologías de Enseñanza de Ciencias, en el curso de Formación de Docentes de Educación Infantil y Años Iniciales, de la enseñanza primaria, secundaria, en modalidad normal e investigar cómo ocurre la diseminación para ocho profesoras formadas que cursan Pedagogía. Se trata de una investigación exploratoria de carácter qualitativo. Las entrevistas semiestructuradas fueron analizadas con base a la técnica del Análisis Textual Discursivo, siendo identificadas y caracterizadas las concepciones conservacionista, pragmática, crítica. Se verificó que las tres macropropensiones están presentes en los documentos oficiales, en las concepciones y prácticas de las entrevistadas, revelando la necesidad de acciones efectivas para ampliar la dimensión crítica entre las profesoras formadoras y las formadas.

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