scholarly journals VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA

2020 ◽  
Vol 17 (1) ◽  
pp. 336-349
Author(s):  
Silvia Adriana Rodrigues ◽  
Andreia Guilhen Pinto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Basic Education ◽  
Childhood Education ◽  
Teaching Identity

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.

scholarly journals Educação Ambiental e Apropriação de Valores: um Diálogo Possível na Educação Infantil

2019 ◽  
Vol 20 (3) ◽  
pp. 332
Author(s):  
Cristiane Magalhães Bissaco
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Moral Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Childhood Education ◽  
Education Environment

Partindo do entendimento de que a Educação Ambiental deve ser uma prática intencionalizada e coerente, este trabalho se propõe a realizar uma revisão bibliográfica que articule o campo teórico da Educação Ambiental com o da Educação Infantil, a fim de observar os limites e as possibilidades da prática docente ao tratar da construção ou apropriação de valores. Assim, os seguintes questionamentos norteiam a pesquisa: que práticas docentes podem ser identificadas em relação à apropriação de valores? Elas abarcam a temática ambiental? Em que contextos são pesquisadas? A Educação Infantil é um desses contextos? Para tal discussão foram levantados nove artigos internacionais, que levam o leitor a compreender que as práticas docentes em relação aos valores ensinados são distintas de um artigo para outro: sendo dois deles como prática moral, três como construção, dois como socialização, um como formação de hábitos e um como clarificação. Apenas dois dos artigos não abarcam a temática ambiental. Em relação ao contexto de pesquisa, neste levantamento os artigos estão assim distribuídos: cinco destinados à Infância - Educação Básica, um trata da Educação básica com adolescentes e três destinados ao Ensino Superior. Portanto, concluiu-se que a Educação Infantil é um dos contextos em que a Educação Ambiental tem sido pesquisada, principalmente, no que se refere à apropriação de valores pertinentes à temática ambiental. Palavras-chave: Educação Moral. Meio Ambiente. Infância. AbstractBased on the understanding that Environmental Education should be an intentional and coherent practice, this paper proposes to perform a literature review that articulates the theoretical field of Environmental Education with that of Early Childhood Education, in order to observe the limits and possibilities of teaching practice, when dealing with the value construction or appropriation. Thus, the following questions guide the research: What  teaching practices can be identified in relation to the values appropriation ? Do they cover the environmental theme? In what contexts are they researched? Is early childhood education one of these contexts? For this discussion nine international articles were raised, which lead the reader to understand that teaching practices in relation to the values taught are distinct from one article to another: two of them as moral practice, three as construction, two as socialization, one as habits formation and one as clarification. Only two of the articles do not cover the environmental theme. Regarding the research context, in this survey the articles are directed to: five for Childhood - Basic Education, one for Basic Education with adolescents and three for Higher Education. Therefore, it was concluded that early childhood education is one of the contexts in which environmental education has been researched, especially regarding the appropriation of values relevant to the environmental theme. Keywords: Moral Education. Environment. Childhood. 

scholarly journals Caracterización de los movimientos retóricos de Documentos Recepcionales (Tesis) en la Licenciatura en Educación Preescolar / Rhetorical Moves: Analysis of Recepcional Documents (Thesis) in a Bachelor of Early Childhood Education

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Tomás Alfredo Moreno de León ◽  
Esperanza De León Arellano
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Strategies ◽  
Research Question ◽  
School Management ◽  
Genre Analysis ◽  
Childhood Education ◽  
Object Of Study

ABSTRACTThis paper is an investigation about the discursive genre analysis, which was based on receptianal documents elaborated by students of a higher education. The design followed by the research was case study. The Paltridge (2001) method was used to analyze 18 of 96 DRs, where 3 thematical lines were identified as well as 5 lines of investigation: 1) language; 2) socializations; 3) mathematical thoughts; 4) teaching strategies; and 5) school management, along with 7 rhetorical moves. The result showed that not all of the DRs had the same rhetorical moves, and for the 18 DRs covered too general of thematic which was not limited by the object of study nor the context in which the investigation would be done; also, 9 of the DRs lacked of a research question, while the rest of the papers presented from 3 to 20 of them. Therefore, one of the areas of opportunity for tutors of students who are doing DRs is that they receive training in the different areas and point of focus for the teaching of academic writing.RESUMENEste trabajo es una investigación sobre el análisis de género discursivo donde se caracterizaron los Documentos Recepcionales (DRs) elaborados por las alumnas de una Institución de Educación Superior (IES). El diseño que siguió la investigación fue el estudio de caso (Neiman y Quaranta, 2006). Se recurrió al modelo de Paltridge (2001) para caracterizar 18 de 96 DRs donde se identificaron tres líneas temáticas (SEP, 1999), posteriormente se encontraron cinco líneas de investigación: (1) lenguaje; (2) socialización; (3) pensamiento matemático; (4) estrategias de enseñanza; y (5) gestión escolar y siete movimientos retóricos. Sin embargo, no todos los DRs contaban con los mismos movimientos retóricos, por otro lado cuatro de los dieciocho DRs abordaron temas muy generales en los que no se delimitaban los sujetos a estudiar, ni el contexto en el que realizaría la investigación, además nueve de los DRs no contenía ninguna pregunta de investigación, mientras que el resto de los trabajos presentaban entre tres a veinte. Por lo tanto, una de las áreas de oportunidad de las tutoras de las futuras docentes es que reciban una capacitación en las diferentes teorías y enfoques para la enseñanza de la escritura académica. Contacto principal: [email protected]

A Qualidade na Educação Pública Infantil Brasileira: um Estudo de Caso em uma Cidade do Vale do Paraíba Paulista

2018 ◽  
Vol 19 (4) ◽  
pp. 410
Author(s):  
Pétala Gonçalves Lacerda ◽  
Edna Maria Querido de Oliveira Chamon ◽  
Nilsen Aparecida Vieira Marcondes
Keyword(s):  
Early Childhood ◽  
Public Education ◽  
Early Childhood Education ◽  
Basic Education ◽  
Local Level ◽  
National Level ◽  
Or Education ◽  
Basic Study ◽  
Childhood Education

Considera-se relevante a reflexão sobre a qualidade da Educação Infantil brasileira, porque se constata que a ampliação da oferta na faixa etária, de zero a cinco anos, aconteceu em detrimento da atenção às condições de funcionamento das instituições infantis. Referenciada como uma das etapas da Educação Básica, a Educação Infantil não esteve entre as prioridades educacionais durante praticamente todo o século XX. Somente a partir de 1990 se intensificaram os debates sobre o assunto e, assim, a educação da primeira infância passou a fazer parte das políticas públicas educacionais. Diante disso, objetiva-se com este estudo básico, qualitativo e descritivo, caracterizado como estudo de caso, refletir sobre a qualidade na educação pública infantil brasileira em âmbito municipal. Conclui-se, portanto que a qualidade na educação pública infantil brasileira poderá se estabelecer em âmbito nacional por meio de Políticas Educacionais Municipais, ou seja, em cada Rede Municipal ou Sistema de Ensino que, ao se fortalecer desenvolverá a educação como um todo. Palavras-chave: Educação Pública Infantil. Experiência Municipal. Vale do Paraíba Paulista. AbstractIt is considered relevant reflection on the quality of Brazilian early childhood education because it turns out that the expansion of supply in the age group from zero to five years, took place at the expense of attention to the working conditions of children's institutions. Referenced as one of the stages of basic education, early childhood education was not among educational priorities during the entire twentieth century. Only since 1990 discussions have been intensified on the subject, and so the early childhood education became part of the public educational policies. Therefore, the objective of this basic study, qualitative and descriptive, characterized as a case study, is reflect on the quality of Brazilian children's public education at the local level. It follows therefore that the quality of Brazilian children's public education may be provided at the national level through Municipal Educational Policy, that is in each municipal network or education system that, upon strengthening will develop education as a whole. Keywords:  Children’s Public Education. Municipal Experience. Paulista Paraíba Valley. 

scholarly journals Interactions between children and their early childhood educators: The effect of cultural match on communication

2019 ◽  
Vol 44 (1) ◽  
pp. 48-62 ◽  
Author(s):  
Gwendalyn Webb ◽  
Cori Williams
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Care Setting ◽  
Early Childhood Setting ◽  
Cultural Match ◽  
Childhood Education ◽  
Education And Care ◽  
Aboriginal Children

This paper describes the findings of research into children’s interactions with educators who were of the same or different culture from that of the children. The research investigated the effect of cultural context on the children’s communication and the quality of their interactions in one mainstream early childhood setting. Aboriginal and non-Aboriginal educators were video-recorded interacting with Aboriginal and non-Aboriginal children in an early childhood education and care setting. The interactions between the children and their educators were categorised according to whether the culture of the educator matched that of the child (cultural match), or not (cultural non-match). The interactions were transcribed and the children’s communication analysed across a variety of linguistic measures. Results indicated that the children’s communication with their educators differed in qualitative but not quantitative measures in response to cultural match. These findings support the need for further research in this area.

scholarly journals Concepções de corpo nos Indicadores da Qualidade na Educação Infantil (MEC–2009)

2018 ◽  
Vol 26 ◽  
pp. 121
Author(s):  
Ana Cristina Richter ◽  
Cristina Silveira Santos ◽  
Alexandre Fernandez Vaz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Construction ◽  
Quality Indicators ◽  
Basic Education ◽  
The Body ◽  
Childhood Education ◽  
Pain And Suffering ◽  
Biomedical Paradigm

This paper aims to describe and analyze body conceptions in the document Quality Indicators in Early Childhood Education, published by the MEC in 2009, which seeks a distancing from the welfare and compensatory practices that were currently practices at this level of basic education. It seeks to see if this distance appears (or not), based on new conceptions of body that, in turn, could produce other modes of relation, techniques and care destined to him. The results point to: a) the permanence of conceptions and practices oriented to the organism and supported by an idea of care and autonomy typical of biomedical paradigm, despite what the document points out; and b) the insertion, albeit minimal, of conceptions linked to the body as a social construction, with criticisms of violence, prejudices, stereotyped aesthetic standards and indifference to pain and suffering.

scholarly journals Early Childhood Education Students' Experiences of Engaging with Academic Text

2021 ◽  
Author(s):  
◽  
Lacey Blass
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Learning Theories ◽  
Student Identity ◽  
Education Students ◽  
Specific Group ◽  
Practicing Teachers ◽  
Childhood Education ◽  
Undergraduate Study

<p>Academic text is viewed in most university environments as a tool for supporting student learning which generates knowledge, skills and the capacity to critique ideas. Yet there is little research undertaken to understand early childhood education (ECE) students’ experiences and beliefs of engaging with academic text. Therefore, in order to understand this specific group of students’ text engagement practices and beliefs, this ethnographic research followed a group of ten third-year ECE students at Victoria University in Wellington New Zealand through one course of their undergraduate study. The researcher collected data using ethnographic methods (including a non-traditional visual participatory method of identity portfolio collages) to identify patterns which help understand students’ beliefs and experiences of engaging with academic text. Based on social learning theories, the research examined the influence of student identity and cultural context on their motivation and interest in engaging with academic text. The study found that while this group of ECE students reported valuing academic text for a number of reasons, they were most likely to engage with assigned text for assessment purposes. The prevalent use of a surface learning approach, skim reading, when reading academic text also left students feeling frustrated with the reading they completed during their programme. Group expectations of reading mainly for assessment and a lack of text engagement by practicing teachers they encountered also encouraged these students, who hold positive reader identities, to limit their engagement with academic text. The results from this study indicate that students and educators can examine ways to increase student motivation to engage deeply with academic text on a more regular basis for students to achieve deeper and more meaningful learning experiences.</p>

scholarly journals Terapia ocupacional x violência na escola: possibilidades de enfrentamento na educação infantil/ Occupational Therapy X Violence at school: possibility of coping in early childhood education

2021 ◽  
Vol 5 (2) ◽  
pp. 153-169
Author(s):  
MARIA NATALIA SANTOS CALHEIROS ◽  
Natália Sobral Monteiro ◽  
Jessyca Gabrielle Albuquerque Virgolino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Occupational Therapy ◽  
Basic Education ◽  
Structured Interviews ◽  
Categorical Analysis ◽  
Education Professionals ◽  
Childhood Education ◽  
The Face ◽  
Diagnosis Method

Introdução: Sabe-se que a escola é um ambiente que contribui não só para o desenvolvimento de aprendizagem, mas também para a construção da cidadania, e nesse contexto diversas medidas vêm sendo tomadas para o enfrentamento da violência. Objetivo: Este artigo propõe investigar as possíveis intervenções da terapia ocupacional para o enfrentamento da violência na escola na educação infantil através de um diagnóstico situacional. Métodos: A pesquisa caracteriza-se como qualitativa, sendo realizada numa escola pública de educação básica localizada no município de João Pessoa-PB e sua coleta de dados se deu por meio de observações das crianças no recreio e aplicação de entrevista semiestruturada com professores e profissionais da educação infantil. Resultados: Utilizou-se a análise categorial de Bardin e desenvolveu-se três categorias abrangendo o significado da violência para os profissionais, as realidades do contexto frente a violência na escola e propostas de enfrentamento. Conclusão: Concluiu-se que, para o enfrentamento, é necessário construir um trabalho de atenção e cuidado articulado com a escola, crianças, família e comunidade.Palavras-chave: Violência. Escola. Terapia Ocupacional. Educação Infantil. Enfrentamento da violência. Crianças. AbstractIntroduction: It is known that the school is an environment that contributes not only to the development of learning, but also to the construction of citizenship, and in this context several measures have been taken to confront violence. Objective: This article proposes to investigate the possible interventions of occupational therapy to cope with violence at school in early childhood education through a situational diagnosis. Method: The research is characterized as qualitative, being carried out in a public school of basic education located in the city of João Pessoa-PB and its data collection occurred through observations of children in the playground and application of semi-structured interviews with teachers and early childhood education professionals. Results: Bardin's categorical analysis was used and three categories were developed covering the meaning of violence for professionals, the realities of the context in the face of violence at school and proposals for coping. Conclusion: It was concluded that, in order to cope, it is necessary to build a work of attention and care articulated with the school, children, family and community.Keywords: Violence. School; Occupational Therapy. Early Childhood Education. Coping with violence. Children. ResumenIntroduction: Se sabe que la escuela es un entorno que contribuye no sólo al desarrollo del aprendizaje, sino también a la construcción de la ciudadanía, y en este contexto se han tomado varias medidas para hacer frente a la violencia. Objetivo: Este artículo propone investigar las posibles intervenciones de terapia ocupacional para hacer frente a la violencia en la escuela en la educación de la primera infancia a través de un diagnóstico situacional. Método: La investigación se caracteriza por cualitativa, realizada en una escuela pública de educación básica ubicada en la ciudad de Joao Pessoa-PB y su recopilación de datos se produjo a través de observaciones de niños en el patio de recreo y aplicación de entrevistas semiestructuradas con profesores y profesionales de la educación de la primera infancia. Resultado: Se utilizó el análisis categórico de Bardin y se desarrollaron tres categorías que abarcan el significado de la violencia para los profesionales, las realidades del contexto frente a la violencia en la escuela y las propuestas para hacer frente a la violencia. Conclusión: Se llegó a la conclusión de que, para hacer frente, es necesario construir una obra de atención y cuidado articulada con la escuela, los niños, la familia y la comunidad.Palabras clave: Violencia. Escuela. Terapia Ocupacional. Educación en la primera infância. Afrontamiento de la violência. Niños. 

scholarly journals Role of Philosophy Education for Children in Grade 3 of MINU Pucang Sidoarjo

2019 ◽  
Vol 1 (1) ◽  
pp. 52-64
Author(s):  
Fabiola D. Kurnia ◽  
Winda Sulistyoningsih
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Philosophy For Children ◽  
Elementary School Age ◽  
Childhood Education ◽  
Philosophical Education ◽  
A Value ◽  
Grade 3 ◽  
Life Education

Philosophical education is needed for children's education. Philosophy as a value education, as well as life education that is very important for the development of human personality. Therefore, philosophical education should be given since elementary school age. The pattern of teaching philosophy applied is different from the teaching patterns of other sciences. Because in philosophy, humans are invited to think critically. In this case what is meant is that they think for themselves and find their own answers to the questions asked. However, philosophy for children should not burden the learning process. Because it must consider the local cultural context that has existed in Indonesia before. The philosophy of early childhood education seeks to uncover and examine the reality of the child's education process. The implementation of early childhood education must be based on philosophy and educational theory that are suitable for child development. Thus, the practice of education has a clear direction, goals that are relevant to the nature, needs and development of children. Children will be treated according to their situation and living conditions.

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