scholarly journals COMO PROBLEMATIZAR AS VIOLÊNCIAS DE GÊNERO NA EDUCAÇÃO INFANTIL? UMA PROPOSTA EM DISCUSSÃO

2019 ◽  
Vol 3 ◽  
pp. 137
Author(s):  
Jane Felipe ◽  
Jéssica Tairâne Moraes
Keyword(s):  
Human Rights ◽  
Early Childhood ◽  
De Novo ◽  
Gender Violence ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Child Education ◽  
Gender Scripts ◽  
And Gender ◽  
Continuous Work

RESUMOEste trabalho tem por objetivo discutir as violências de gênero e suas implicações e consequências na Educação Infantil, pois muitas crianças vivenciam situações de violência intrafamiliar. Nosso compromisso como educadores/as tem sido problematizar o tema, tendo como referencial teórico os Estudos de Gênero e os Estudos Culturais. Para tanto, realizamos um trabalho contínuo com crianças de quatro e cinco anos, em uma EMEI de Novo Hamburgo/RS, sobre Direitos Humanos e equidade de gênero, promovendo atividades lúdicas e leituras literárias, que visam discutir a divisão do trabalho doméstico, modos de resolução de conflitos e o respeito às diferenças. Os resultados apontam que as crianças foram (re)construindo alguns scripts de gênero, trazendo soluções para as divisões de tarefas.Palavras-chave: Violências de gênero.  Educação Infantil. Scripts de gênero. Prática pedagógica. ABSTRACTThis work aims to discuss gender violence and its implications and consequences in Early Childhood Education, since many children experience situations of intrafamily violence. Our commitment as educators has been to problematize the theme, having as theoretical reference the Studies of Gender and Cultural Studies. For that, we carried out a continuous work with children of four and five years, in an EMEI of Novo Hamburgo / RS, on Human Rights and gender equality, promoting play activities and literary readings, that aim to discuss the division of domestic work, ways of conflict resolution and respect for differences. The results show that children have been (re) constructing some gender scripts, bringing solutions to task divisions.Keywords: Gender violence. Child education. Gender scripts. Pedagogical practice.

Welcoming gender diversity in the early years: Interpreting professional guiding documents for gender-expansive practice

2020 ◽  
pp. 146394912097852
Author(s):  
Kristy Timmons ◽  
Lee Airton
Keyword(s):  
Human Rights ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Gender Identity ◽  
Gender Diversity ◽  
Early Years ◽  
Human Rights Protection ◽  
Childhood Education ◽  
Gender Expression ◽  
And Gender

This research takes up the challenge of interpreting the two newest grounds of human rights protection across Canada – gender identity and gender expression – for professional practice in early childhood education. To date, no human rights tribunal ruling on these grounds has engaged early childhood education, and while the legal duty remains for early childhood educators to provide an environment free of gender-identity and gender-expression discrimination, the Ontario profession’s governing bodies have provided no explicit guidance as to how. This research bridges early years educators’ new and likely unfamiliar legal responsibilities in relation to both grounds and everyday life in early years contexts. The findings demonstrate that ample support exists within the profession’s key guiding documents for ‘gender-expansive’ practice, or an approach to teaching children and supporting their development that both expects and sustains gender diversity. A similar analysis of guiding documents is needed internationally.

scholarly journals Políticas de educação infantil e relações de gênero: implicações para a formação docente na perspectiva da diversidade e da diferença / Child education policies and gender relations...

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Cleriston Izidro dos Anjos ◽  
Djenane Martins Oliveira ◽  
Marcia Aparecida Gobbi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Gender Relations ◽  
Gender Issues ◽  
Education Policies ◽  
Childhood Education ◽  
Methodological Choices ◽  
Academic Production ◽  
Child Education ◽  
And Gender

Neste artigo, procuramos problematizar os modos pelos quais as discussões concernentes às relações de gênero tem sido ou não consideradas nas políticas de educação infantil e, a partir disso, procuramos tecer algumas possíveis implicações para a formação docente na perspectiva da diversidade e da diferença. Embora haja produção acadêmica significativa referente à formação de docentes para a educação infantil, são escassos os trabalhos que tem discutido as questões de gênero nas políticas de educação de crianças pequenas e na formação de educadores/as para as infâncias. Ao considerar a categoria gênero nas discussões concernentes às infâncias, é possível colocar em causa as tradicionais assertivas sobre o que é “natural”, no sentido do que é inato e instintivo para cada um dos sexos, como contribuição para a necessária desnaturalização das diferenças entre homens e mulheres, entre meninas e meninos, considerando as diferenças. Torna-se necessário reconhecer que a escola não é neutra e, portanto, as escolhas curriculares e/ou metodológicas, seja nas instituições ou nas políticas públicas, revelam os aspectos na construção da percepção de gênero que são reforçados, interditados ou rechaçados.Palavras-chave: Educação infantil; Gênero; Políticas; Formação docente. ABSTRACT: In this article, we seek to problematize the ways in which discussions concerning gender relations have been considered in child education policies and, from this, we try to weave some possible implications for teacher education in the perspective of diversity and difference. Although there is significant academic production related to the training of teachers for early childhood education, there are few studies that have discussed gender issues in policies for the education of young children and the training of educators for children. In considering the gender category in discussions concerning childhood, it is possible to call into question the traditional assertions about what is "natural" in the sense of what is innate and instinctive for each of the sexes, as a contribution to the necessary denaturalization of the differences between men and women, between girls and boys, considering the differences. It is necessary to recognize that the school is not neutral and therefore the curricular and / or methodological choices, whether in institutions or public policies, reveal the aspects in the construction of the perception of gender that are reinforced, interdicted or rejected.Keywords: Early childhood education; Genre; Policies; Teacher training.

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

scholarly journals ENSINANDO MATEMÁTICA AOS BEBÊS: encantos, descobertas e exploração das relações entre grandezas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 89
Author(s):  
Luciana Figueiredo Lacanallo Arrais ◽  
Lucinéia Maria Lazaretti ◽  
Paula Tamyris Moya ◽  
Silvia Pereira Gonzaga de Moraes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
Kindergarten Children ◽  
Pedagogical Practice ◽  
Current Analysis ◽  
Childhood Education ◽  
Two Factors ◽  
Teaching Of Mathematics ◽  
Crucial Condition

  No cenário da educação infantil, principalmente na prática pedagógica com bebês, ainda persistem desafios em torno da organização do ensino para esse período de vida. Diante disso, este texto tem o objetivo de discutir as possibilidades educativas para os primeiros anos de vida da criança em relação à aprendizagem da matemática por meio de uma atividade de ensino, considerando a singularidade do desenvolvimento infantil. Ancoradas na Teoria Histórico-Cultural, estruturamos essa discussão em dois momentos: a) a especificidade do desenvolvimento da criança pequena e a organização do ensino de matemática na educação infantil; b) a análise de uma atividade de ensino para crianças do berçário. Esperamos que o texto possa auxiliar o trabalho educativo com a matemática na educação infantil, pois um ensino sistemático e dirigido, desde os primeiros anos, é condição fundamental para a aprendizagem e para as transformações qualitativas no desenvolvimento psíquico das crianças.Palavras-chave: Educação Infantil. Ensino de Matemática. Primeira Infância.TEACHING MATHEMATICS TO YOUNG CHILDREN: attraction, discovery and exploration in relationships between magnitudes ABSTRACT: Several challenges exist on teaching organization within early childhood, mainly with regard to the pedagogical practice with young children. Owing to the uniqueness of children´s development, the educational possibilities on the teaching of Mathematics, through activities, in their early life period, are discussed. Based on the Cultural and Historical Theory, current discussion underscores two factors: a) the specificity of children´s development and the organization of the teaching of Mathematics in early education; b) the analysis of a teaching activity for kindergarten children. The authors expect that current analysis will aid the teaching of Mathematics in young children´s education. In fact, systematic and monitored teaching during the early years of life is a crucial condition for learning and for qualitative transformations in children´s psychic development.Keywords: Early Childhood Education; the teaching of Mathematics; Early childhood.ENSEÑANDO MATEMÁTICA A LOS BEBÉS: encantos, descubrimientos y exploración de las relaciones entre grandezas RESUMEN: En el escenario de la educación inicial, principalmente en la práctica pedagógica con bebés, aún persisten desafíos en torno a la organización de la enseñanza para ese período de vida. Este texto tiene por objetivo discutir las posibilidades educativas de los primeros años de vida del niño en relación al aprendizaje de las matemáticas considerando la singularidad del desarrollo infantil, a través de una actividad educativa. Ancladas en la Teoría Histórico-Cultural, estructuramos esta discusión en dos momentos: a) la especificidad del desarrollo del niño y la organización de la enseñanza de las matemáticas en la educación inicial; b) el análisis de una actividad de enseñanza para bebés. Esperamos que el texto pueda auxiliar el trabajo educativo con las matemáticas en la educación inicial, pues una enseñanza sistemática y dirigida desde los primeros años es condición fundamental para el aprendizaje y las transformaciones cualitativas en el desarrollo psíquico de los niños.Palabras clave: Educación inicial; Enseñanza de la Matemática; Primera infancia. 

Developing a National Plan of Action on Violence against Women and Gender Violence

2019 ◽  
pp. 362-378
Author(s):  
Caroline Bettinger-López
Keyword(s):  
Human Rights ◽  
Violence Against Women ◽  
Action Plan ◽  
Sex Discrimination ◽  
Gender Violence ◽  
National Plan ◽  
National Action Plan ◽  
Violence Against Women Act ◽  
State And Local ◽  
And Gender

International human rights treaties and monitoring bodies have repeatedly called upon governments to develop national plans of action to eliminate violence against women. Although the U.S. is a global leader in the violence against women arena, it has never developed a national plan of action. The Violence Against Women Act (VAWA), despite its substantial contributions, does not contain some of the core features of a national action plan—such as a strategic vision for ending violence against women, or a declaration that violence against women is a human rights violation and a form of sex discrimination, or a set of goals or benchmarks to measure progress. This chapter examines the key elements of national action plans on violence against women, and ultimately argues that in the Trump era, a national action plan can best be developed through coordinated action at the state and local levels.

scholarly journals KONFERENCIJOS „PASAULIS VAIKUI: UGDYMO REALIJOS IR PERSPEKTYVOS“ TIKSLAS IR NAGRINĖTŲ KLAUSIMŲ ĮVAIROVĖ [THE GOALS OF THE CONFERENCE “WORLD FOR A CHILD: EDUCATION REALITIES AND PERSPECTIVES“ AND THE VARIETY OF ANALYSED ISSUES]

2015 ◽  
Vol 7 (2) ◽  
pp. 83-90
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Good Practice ◽  
Scientific Conference ◽  
Educational Activities ◽  
Childhood Education ◽  
Perfect Form ◽  
Child Education ◽  
The Impact

The 6th scientific-practical conference “World for a Child: Education Realities and Perspectives“, which was held in Lithuanian University of Educational Sciences on 17-18 September 2015, targeted at debates and fruitful discussions of relevant issues related to early childhood and primary education. The goal of the conference is to present the newest results of research on early childhood and primary education, to enable teachers-practitioners to exchange their accumulated experience, to reflect results of educational activities and to disseminate the good experience. The conference is the space, where actual prerequisites for change in evidence-based early childhood and primary education are created. Moreover, it is a perfect form of professional development. It should be pointed out that different insights acquired during scientific research and diverse experience of teachers-practitioners enabled an in-depth and comprehensive analysis of relevant issues of early childhood and primary education in the conference. For example, the researchers, who analyse the phenomenon of child’s play in the Play Research Laboratory at LEU, presented the trends in the analysed early childhood education through play and put forward practical recommendations about the impact of play on child’s self-regulation; particularly relevant problems of assessment of teaching/learning outcomes, the results of research on learners’ achievements and experience of application of standardised tests were analysed. The expectations for quality of research-based early childhood and primary education were expressed by all the participants in education. The work of the conference was organised in four sections: Integration of education curriculum; Didactic innovations and good practice of early childhood education; Didactic innovations and good practice of primary; Sociocultural contexts of child’s education. Key words: educational activities, early childhood education, primary education, scientific conference.

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 EDUCAÇÃO INFANTIL: o papel do gestor escolar para a promoção da educação integral da criança

2016 ◽  
Vol 23 (3) ◽  
pp. 44
Author(s):  
Francinara Silva Ferreira ◽  
Clênya Ruth Alves Vasconcelos ◽  
Adriana Oliveira Dos Santos Siqueira ◽  
Maria Lília Imbiriba Sousa Colares
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Institution ◽  
School Management ◽  
Dominant Factor ◽  
Childhood Education ◽  
Child Education ◽  
Comprehensive Development ◽  
Integral Education ◽  
School Manager

Este texto traz uma reflexão acerca da educação infantil e do papel do gestor escolar para promover a educação integral da criança. Fundamenta-se em análise bibliográfica, da qual destacam-se os autores Sarmento (2015), Campos (2015), Paro (2015), Palmen (2015), Hora (2010), Valverde (2009) e Pimentel (2007). Depreende-se, por meio das reflexões tecidas acerca das temáticas educação infantil, educação integral e gestão escolar, que a primeira requer um ressignificar, tendo em vista que, as crianças necessitam de condições adequadas para o seu desenvolvimento integral, questão que tem recebido destaque na legislação brasileira, que busca orientar ações no âmbito educacional que primem pela promoção da educação integral. Nesse cenário, a figura do gestor da instituição de educação infantil surge como fator preponderante para a eficácia dessas ações. Assim sendo, o gestor juntamente com a equipe escolar precisam ser os facilitadores da educação integral da criança.Palavras-chave: Educação infantil. Gestão escolar. Educação integral. EARLY CHILDHOOD EDUCATION: the role of school manager for the promotion of integral education of the childAbstract: This text brings a reflection about early childhood education and school manager's role to promote the integral education of the child. It rests on bibliographical analysis, which include the authors Sarmento (2015), Campos (2015), Paro (2015), Palmen (2015), Hora (2010), Valverde (2009) and Pimentel (2007). It appears through the reflections about the themes woven child education, integral education and school management, which first requires a resign in order that children need adequate conditions for their comprehensive development, an issue that has received prominence in brazilian legislation, which seeks to guide actions under educational press against the promotion of integral education. In this scenario, the figure of the child education institution manager emerges as dominant factor to the effectiveness of these actions. Therefore, the manager along with the school staff need to be facilitators of the integral education of the child.Keywords: Early childhood education. School management. Integral education. EDUCACIÓN INFANTIL: el papel del director de la escuela responsable de la promoción de la educación integral del niñoResumen: Este texto aporta una reflexión sobre la educación infantil y el papel del director de la escuela para promover la educación integral del niño. Se basa en el análisis bibliográfico, que incluyen los autores Sarmento (2015), Campos (2015), Paro (2015), Palmen (2015), Hora (2010), Valverde (2009) y Pimentel (2007). Aparece a través de las reflexiones sobre los temas tejido educación infantil, educación integral y gestión de la escuela, que requiere primero un renunciar a fin de que los niños necesitan condiciones adecuadas para su desarrollo integral, un tema que ha recibido la prominencia en la legislación brasileña, que pretende orientar acciones en prensa educativa contra la promoción de la educación integral. En este escenario, la figura del director de la institución de la educación infantil emerge como factor dominante a la eficacia de estas acciones. Por lo tanto, el director junto con el personal de la escuela deben ser facilitadores de la formación integral del niño.Palabras clave: Educación infantil. Gestión de la escuela. Educación integral.

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