TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Resultados da Pesquisa
Item A importância do movimento para o desenvolvimento psicológico da criança na Educação Infantil: o papel da professora nas atividades pedagógicas em sala de aula de uma escola municipal de Olinda(2022-10-03) Morais, Joseana Maria Ferreira de; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/7513998462030643Many studies have discussed the pedagogical work in Early Childhood Education, valuing this level of teaching in the child's development. The dimension of body movement has been highlighted by different authors from the theoretical approach of Henri Wallon, among them, we emphasized Mahoney and Almeida (1996); Galvão (1996); Cintra (2017). The topic is widely addressed in discussions about curriculum at this stage of teaching. Our theoretical framework was developed from these authors. The present study aims to analyze the importance attributed to the movement of children, by early childhood education, in the planning of the teachers and construction of their pedagogical practices. More specifically, we seek to: 1) Identify teachers' conceptions about the importance of the movement of children in Early Childhood Education, for their socio-cognitive development; 2) To verify the activities involving the children's movement and considered most important by the teachers, when planning their pedagogical practices and 3) To analyze the features of the sociocognitive development associated by the teachers, to the stimulation of the movement in the pedagogical practice with children of Early Childhood Education. The study is qualitative in nature and required observation in two Kindergarten classrooms and semi-structured interviews with the two participating teachers. We performed data analysis from Bardin's (2011) perspective through content analysis. The results show us that the teachers understand the need and importance of free body movement, even if they plan the activities to be performed by the children in different ways. They agree that such activities are associated with development and that they prepare for different aspects of the child's social life, since there are rules to be followed, the relationship with the others (teacher and colleagues) and with the environment; in addition, the teachers believe that the games stimulate the cognitive, since they have practices that work with the different repertoires of the child's body movement. There seems to be an association between the concept of movement and that of motor coordination, sometimes one being used synonymously with the other. We observed that the practices oscillate between limiting the spaces for activities and allowing free play, without teacher supervision. About this, we see that it is necessary, in pedagogical practice, to consider it in a search for a balance.Item Qualidade da educação, Educação Infantil e práticas pedagógicas de qualidade na Educação Infantil: um estudo de caso numa escola pública municipal da cidade de Recife(2022-09-29) Barbosa, Priscila Dutra Araújo; Ferraz, Bruna Tarcília; http://lattes.cnpq.br/2100573722828366; http://lattes.cnpq.br/2576943435295578This research is the result of a research study process carried out in a municipal public school in Recife - PE. Its objective was to analyze the conceptions of early childhood education and school management teachers about pedagogical practices as one of the dimensions of education quality, identifying how early childhood education and school management teachers understand the quality of education and pedagogical practices as a dimension for the quality. To explain the concept of quality and quality of education, we rely on studies by Cury (2014), Azevedo (2011) and Corrêa (2001). To explain early childhood education and the quality of early childhood education, we rely on studies by Oliveira (2008), Oliveira (2011), Kishimoto (1994) and Brasil (2009). To explain the concept of pedagogical practices in early childhood education, we rely on studies by Barbosa (2010), Lopes (2006), Brasil (1998) and Franco (2016). The study was carried out through a questionnaire to the interviewees. We sought to understand the importance that teachers and school managers attribute to the quality of education and pedagogical practices as a dimension for quality. For data analysis, we opted for the content analysis methodology, which made it possible to identify the interviewees' conceptions. We used the questionnaire data collection method as an instrument, an instrument that was possible in the context of the covid-19 pandemic that extends from 2020 until then. After collecting data, we organized and categorized them to arrive at the interpretations and inferences that culminated in the results presented. The data obtained show that the conceptions in which the teachers and school manager point are attributed to the quality of early childhood education through other factors that lead to a quality pedagogical practice, but do not consider the pedagogical practice as a larger dimension. However, teachers and school management mention elements that, in order to achieve a quality pedagogical practice, a structured school space is essential, good training of professionals who work in this stage of basic education, continuing education, time for planning, resources pedagogical practices, a good relationship between school and family, institutional investment by the government and so on.Item Um olhar sobre a rotina da Educação Infantil e as contribuições para o desenvolvimento social da criança(2022-10-04) Siqueira, Mariana Mota de Araújo Veloso de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/7199343651898773The present work had as general objective to investigate how a school of early childhood education in the municipal network of São Lourenço da Mata organizes its routine in order to favor the social development of the child, more specifically: to identify the conception of the school's pedagogical team about the routine early childhood education and contributions to children's social development; to analyze how the pedagogical team organizes the routine in order to guarantee what the official documents establish about the child's social development; to analyze the pedagogical proposal of the school, in relation to the routine of early childhood education. The research developed in 2022 had a qualitative approach, used as a methodological resource the document analysis of the School's Political Pedagogical Project and interviews with the teachers and pedagogical team of Early Childhood Education. We use content analysis to analyze the collected data. From our study, it was possible to understand the concept of socialization and child and how it influences the routine of an institution of Early Childhood Education. In addition, the routine when structuring daily activities can collaborate for group living and for the social development of children. We conclude that the activities present in the routine must consider the two axes interactions and games, reaffirming what the official documents say. In the same way that socialization activities need to have pedagogical intentions, providing confrontation and rupture with the various existing socialization processes.Item O desenho na Educação Infantil: o que dizem as professoras?(2022-09-30) Fróes, Roberta Carolina Bertão Pereira; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/8731732420179569In this research we used Vygotsky's (1991) and Pimenta's (1999) theories as references to discuss children's drawings and teachers' knowledge about this language. Our general objective was to investigate the teaching knowledge about drawing in the pedagogical practices of Early Childhood Education teachers in a municipal school at Vitória de Santo Antão-PE. For that matter a qualitative research was conducted, inspired by the methodology of the case study and focusing on eight teachers who worked in the same institution with children aged 4 to 5 years old. Thus, an interview was conducted with semi-structured questions to understand the teaching knowledge of the teachers participating in the research on children’s drawing. We can see that even though the teachers understand the matter of meaningful activities involving children's drawing, we still evidence practices that do not consider the interests and socio-emotional issues of the child. Amid this scenario, we can identify the need to think about the initial and continued training of teachers of Early Childhood Education, additionally material resources that guarantee the learning and development rights expressed in the BNCC (BRASIL, 2018), related to the work with children's drawing.Item Arte-educação: um estudo sobre a contribuição da arte no desenvolvimento socioemocional da criança em uma escola municipal da cidade do Recife(2022-10-05) Silva, Jennifer Lima da; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/4585124751824303This monograph presents the results of a research that aimed to address the contribution of visual arts in the work of social and emotional skills in early childhood education, in a municipal institution in Recife - PE. The research problem aimed to understand how art can be a resource for socioemotional development within the school environment. The general objective is to investigate the use of visual arts as a resource for the formation of emotional intelligence in a kindergarten class in a municipal school in Recife, PE. The specific objectives are Identify the socioemotional proposals developed in the school; Analyze the teaching practice in art teaching and Help children to identify and transmit their emotions through the proposal developed in the research-action. As theoretical support, we highlight theorists such as BARBOSA (2014) and GOLEMAN (2012). In the methodology, an action research was carried out, of qualitative nature, using as instruments the observation and the interview with the research subjects. Data analysis was based on the techniques of textual discourse analysis (MORAES, 2003). The data obtained showed that there is a gap regarding social and emotional education in the institution, caused by the absence of pedagogical proposals and professionals specialized in the area. It is also noticed, in art teaching, a devaluation of the area in detriment of others, where its approach is marked by the use of traditional methods. The intervention focused on the artistic productions of the children, allowing them to observe and analyze the drawings in an aesthetic and interpretive way, corresponding to their preferred emotions.Item O processo de adaptação escolar na Educação Infantil: relações da escola no processo de acolhimento às crianças(2022-10-06) Araújo, Brunna Eduarda Alves de; Sales, Michelle Beltrão Soares; http://lattes.cnpq.br/1145653737118181La presente investigación, titulada: El proceso de adaptación escolar en Educación Infantil: las relaciones escolares en la acogida de los niños, tuvo como objetivo general comprender cómo se da el proceso de adaptación escolar en Educación Infantil para los niños que ingresan al primer ciclo de Básica. Educación. . Para llevar a cabo la recolección de datos se utilizó como instrumento la observación, en primera instancia, seguida de entrevistas parcialmente estructuradas. Para el análisis de los datos obtenidos se tomó como referencia el análisis de contenido, basado en los estudios de Minayo (2007). Dicho análisis fue construido e interpretado a la luz de algunos autores que sustentan el nexo teórico de la investigación, como Balaban (1988) y Davini (1999). A través de los resultados obtenidos en el análisis, fue posible percibir la importancia de la participación activa y acogedora de la institución educativa en el proceso de adaptación de los niños, así como la importancia de la participación efectiva de sus familias. Dicha participación está presente en las estrategias que utiliza la institución para este momento de la vida escolar del niño, así como en las orientaciones puestas a disposición de las familias para que participen de forma más activa y cualitativa.Item A música e a ação docente com crianças de 03 anos em um CMEI na cidade do Recife(2022-10-05) Wanderley, Bruna Luna; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3192089376789185The present work aimed to understand the teaching practice of musicalization in the daily life of three-year-old children in a municipal day care center in the city of Recife. As specific objectives: to describe the situations of use of music in the classroom; identify the musical repertoire used in the researched CMEI; perceive the teaching action while working with music. The question that guided our work was How do musicalization practices in early childhood education happen? The research had a qualitative character, to follow the data collection, the participant observation was used as a basic procedure and the field diary as an instrument. Data were collected for six days, totaling 24 hours, from the 13th to the 20th of June. To perform the data analysis, they were categorized under the light of the content analysis technique in the perspective of Bardin (2011). The theoretical survey was mainly based on Brito (2003), Maffioletti (2007) and Oliveira et al (2019).The research subjects were the teacher and the students of group 03. The data obtained show that music appears with different purposes being used as a pedagogical resource, to mark specific moments of the routine; related to commemorative dates and integrating sound and movement. It was possible to perceive that the educator demonstrated her pedagogical intention through actions that aimed to make the experience with music meaningful for the students. As well as the expansion of the repertoire brought by the children, which consists of valuing the cultural background of each student and the introduction of new songs.Item Desafios e enfrentamentos da educação infantil em tempos de pandemia à luz de uma pedagogia que vem do campo(2022-10-04) Lima, Beatriz Fernanda Jacinto de; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/8842990042245337The Covid-19 Pandemic brought challenges and impacted actions and human relationship. Prevention measures, with isolation and social distance, implied new configurations of work, living and at education, in all levels and modalities of teaching. This research was addressed to Early Childhood Education scenario, given the specificities inherent to its audience and was dedicated to studying it in the Municipality of Vicência-Pernambuco in the period of non-faceto-face activities, with the objective of analyzing the contributions of the Pedagogia de Apoio ao Desenvolvimento Sustentável (PEADS). This Pedagogy has been implemented for a long time in the schools of the municipality, and is currently configured as a public policy. To achieve the objective of this study, the analysis of the document was carried out “Guia de Orientações das atividades não presenciais no período da COVID-19” and interviews with pedagogical coordinators and teachers. From document analysis and content analysis, it was possible to identify that the PEADS appears explicit in the Guia Orientador through principles and foundations that guides the pedagogical practices presented there. In carrying out the proposed activities, students and families acted as protagonists in the learning process, which further valued popular knowledge and strengthened the school-family relationship.Item O movimento corporal na educação infantil: uma análise do documento curricular da cidade do Recife(2022-10-03) Silva, Anatália Arantes; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0145625539992668The present work has as its object of investigation the Curriculum Policy of Teaching of the Municipal Network of Recife for early childhood education (2021), analyzing the movement axis in Early Childhood Education, from the field of experience "Body, gestures and movements". The study proposes to analyze this proposal, in the light of theorizations around body movement, playing and Early Childhood Education, in order to identify how the curriculum is based at school, based on the inseparability between the fields of experience. We start from the studies of Bardin (2011) and Minayo (2004) to support our analysis, which is the thematic categorical content analysis. We emphasize that despite the educational and curricular policy placing the importance of articulation between the fields, in the rights of learning and development and suggestions of experience in the fields of experience, these are presented in a fragmented way, as they do not establish relationships with each other and with others , pointing out that body movement needs to have greater curricular visibility and occupy the social times and spaces of Early Childhood Education at school.Item A atitude do educador na construção da autonomia e do brincar livre de crianças bem pequenas: um estudo à luz da abordagem Pikler(2022-10-06) Vanderlei, Jessika Maria; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/9752154855470293The present study discusses the role of the educator in the construction of the autonomy of very young children in the context of Early Childhood Education in the light of the Pikler Approach, intertwining discussions about the influence of the educator's attitude in the construction of children's autonomy and the ways in which they play in the classroom. exercise of their autonomy, in order to highlight the essentiality of a pedagogical practice sensitive to details and whose main objective is to promote the necessary conditions so that in playing each child has the opportunity to act on their own initiative and build their autonomy while experiencing a play of meanings. In this trajectory, the Pikler Approach was used as the main theoretical foundation, which permeated the bibliographies of Falk (2016), Soares (2017), Fochi et al. (2017), Falk (2021), among other references to that approach. From this perspective, the study is a qualitative research that is proposed as a general objective to investigate the role of the educator in promoting the autonomy of very young children in an Early Childhood Education institution that bases its pedagogical practice on the Pikler Approach. Based on it, the specific objectives were defined: Identify the educator's attitude in promoting the autonomy of very young children in a Group III class and Analyze the ways in which children play in view of the educator's attitude. For that, a case study was carried out, involving an educator/pedagogue and ten children, in a group of Group III of an Early Childhood Education Center in the Metropolitan Region of Recife. Data collection was carried out through observations recorded on video in order to look closely at the meanings of the empirical field. From the analyses, five attitudes of the educator in the promotion of the child's autonomy were identified, among which, the attitude of Availability and Observation, identified when the educator was observing the children's play and was not sought after, and that of Availability and Service, when the educator was watching the play and when requested by a child, she answered making suggestions and inciting reflections. In relation to playing, five categories of play were evidenced: Heuristic Play; Heuristic Play and Make-believe; Sensory/Tactile Explorations and Movement; Free Movement; and Make-believe; among which, the categories of Free Movement and Playing Free and Make-Believe had the highest percentage of emergency along the video recordings. From the results, we emphasize that when the educator assumes an attitude that respects the child's play and autonomy, it is possible to perceive how much this allows the child to put into practice all his/her power when playing. With this, we emphasize the contributions of the Pikler Approach that reveal the potential and possibilities for a pedagogical practice that prioritizes respect, the affective bond, the child's autonomy and the attentive action of the educator in favor of the integral development of the child in its various dimensions.
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