Banca de DEFESA: RISALVA ALVES BRAZÃO DE AZEVEDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RISALVA ALVES BRAZÃO DE AZEVEDO
DATE: 27/01/2025
TIME: 14:30
LOCAL: platarforma de Webconferência
TITLE:

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KEY WORDS:

Early Childhood Education; Social Function; Teaching Conceptions; Pedagogical Practices.

PAGES: 149
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation analyzes the function of Early Childhood Education from the perspectives of teachers who work at this stage, considering the historical process of constitution, in Brazil, of the different functions attributed to the institutionalized education of children: assistance, compensatory, preparatory, anticipatory, as well as their connection social, political, cultural and economic contexts, up to its contemporary understanding as the first stage of Basic Education, with a socio-political and pedagogical function of educating and caring for children, with the aim of promoting their development as an integral person in complementary action to that of family and community (LDB/1996, Article 29). The investigation aimed to understand, together with the teachers participating in the study, how they translate, into their practices, the conceptions they express about the function of institutions and established relationships between their conceptions and practices with historical theories about children, childhood and their education, assuming, as contributions, meanings of children as concrete, contemporary people, historical, social subjects, with rights, with human needs and capabilities to interact socially, play, appropriate and produce culture, knowledge, multiple languages and actively participate in their life contexts. (Dahlberg; Moss; Pence, 2003; Kramer, 2006; Sarmento, 2007; Vigotsky, 2007). Regarding education, theories from the fields of history, pedagogy, psychology, sociology, anthropology and philosophy were considered (Perez, 1993; Kulhman Jr, 1989; Smolka, 2000; Kramer, 1989; 2003; 2006; Sarmento, 2007; Vigotski , 2007; 2011; Pagni, 2012; Ubarana; Baptista, 2012; Oliveira et.al, 2019; the importance of social interactions and games in the integral development of children, as well as pedagogical mediations that respect their specificities and life contexts. The research took a qualitative perspective and involved, in the construction of empirical data, non-participant observations and semi-structured interviews with teachers working in a Municipal Early Childhood Education Center (CMEI) in a municipality in greater Natal-RN. Data analysis considered the discursive perspective of language, involving triangulation with theoretical and legal contributions. The research revealed similarities and differences between the teachers' conceptions and the theories that circulate in the educational environment regarding the function of Early Childhood Education, as well as in relation to their own practices. In teaching words and practices, the coexistence of compensatory and preparatory-anticipatory perspectives on children's schooling was revealed, linked to the literacy process in everyday tasks, where the use of textbooks stands out. Such conceptions and practices disregard children's specific needs and capabilities. At the same time, these distances revealed relationships with the context of the institution: lack of continued training, disarticulations between coordination and teachers, restrictions on authorship and teaching autonomy; weaknesses and tensions in practice processes, such as planning and relationships with families. The research highlights the need for pedagogical practices that value children as historical, integral and interactive subjects, overcoming fragmentations, contradictions and restrictions, as well as the need for ongoing training for teachers, in order to broaden their understanding of their work with children. and to fuel critical reflection about its function, contributing to a quality education to which children have the right.

COMMITTEE MEMBERS:
Presidente - 6347805 - DENISE MARIA DE CARVALHO LOPES
Interna - ***.150.444-** - ELAINE LUCIANA SOBRAL DANTAS - UFRN
Externa à Instituição - VIVIANE ACHE CANCIAN