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 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.