Educação e cuidado: práticas pedagógicas centradas na adaptação da criança à Escola
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2015
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A política educacional brasileira apregoa a necessidade de o atendimento institucional à criança de 3 a 6 anos estar pautado no binômio cuidar-educar. É relevante ressaltar os direitos da criança a uma educação de qualidade já na primeira infância, que vise o desenvolvimento pleno das capacidades física, afetiva, cognitiva, ética, estética, de relação interpessoal e inserção social, como determinam as orientações legais. Contudo, um dos desafios colocados à instituição escolar infantil diz respeito à adaptação da criança neste ambiente. Nessa perspectiva, o problema de pesquisa teve como objetivo investigar a linha de ação pedagógica adotada para o atendimento de crianças face à necessidade de adaptação das mesmas ao Ensino Infantil em instituição pertencente à rede de escola pública municipal e escola particular, em Aracaju/SE. Para tanto, foram selecionadas duas escolas em conformidade com essa proposta, onde se buscou entender um processo que envolve uma rede de relações que implica a escola, seus professores e os pais das crianças que frequentam a escola pela primeira vez. A metodologia utilizada foi uma pesquisa descritiva, de abordagem qualitativa. Os dados de campo foram coletados mediante entrevistas dirigidas e espontâneas com quatro professores, dois diretores e duas coordenadoras pedagógicas. Houve, ainda, a necessidade de se recorrer a outros instrumentos de recolha de dados, tais como, a observação e a leitura do Projeto Político Pedagógico. Os dados, após terem sido tratados, analisados e interpretados, permitiram chegar à discussão dos resultados e às conclusões. O presente estudo revela que os diferentes níveis de formação dos sujeitos pesquisados não interferem na forma como concebem o cuidado e a educação das crianças. Essa concepção mostrou-se determinante para a atuação prática que envolve o processo de adaptação escolar.
The Brazilian educational policy proclaims the need for institutional care to the child 3 to 6 years be founded on the binomial-care education. It is important to emphasize the rights of children to a quality education in infancy, aiming at full development of physical abilities, emotional, cognitive, ethical, aesthetic, interpersonal and social inclusion relationship as determine the legal guidelines. However, one of the challenges to child educational institution concerning the adaptation of the child in this environment. In this perspective, the research problem was to investigate the pedagogical course of action adopted for the care of children given the need to adapt the same for Child Education in an institution belonging to the municipal public and private schools in Aracaju / SE. For this, two schools have been selected in accordance with this proposal, which sought to understand a process that involves a network of relationships involving the school, their teachers and parents of children attending school for the first time. The methodology used was a descriptive, qualitative approach. Field data were collected through directed and spontaneous interviews with four teachers, two directors and two pedagogical coordinators. There was also the need to use other data collection tools such as observation and reading of Project Political. The data, after being treated, analyzed and interpreted, have resulted to the discussion of the results and the conclusions. This study shows that different levels of training of the subjects surveyed do not interfere in the way they conceive the care and education of children. This concept proved to be crucial for the practical application involving the school adjustment process.
The Brazilian educational policy proclaims the need for institutional care to the child 3 to 6 years be founded on the binomial-care education. It is important to emphasize the rights of children to a quality education in infancy, aiming at full development of physical abilities, emotional, cognitive, ethical, aesthetic, interpersonal and social inclusion relationship as determine the legal guidelines. However, one of the challenges to child educational institution concerning the adaptation of the child in this environment. In this perspective, the research problem was to investigate the pedagogical course of action adopted for the care of children given the need to adapt the same for Child Education in an institution belonging to the municipal public and private schools in Aracaju / SE. For this, two schools have been selected in accordance with this proposal, which sought to understand a process that involves a network of relationships involving the school, their teachers and parents of children attending school for the first time. The methodology used was a descriptive, qualitative approach. Field data were collected through directed and spontaneous interviews with four teachers, two directors and two pedagogical coordinators. There was also the need to use other data collection tools such as observation and reading of Project Political. The data, after being treated, analyzed and interpreted, have resulted to the discussion of the results and the conclusions. This study shows that different levels of training of the subjects surveyed do not interfere in the way they conceive the care and education of children. This concept proved to be crucial for the practical application involving the school adjustment process.
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Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ADAPTAÇÃO ESCOLAR, POLÍTICA EDUCATIVA, EDUCAÇÃO INFANTIL, PRÁTICAS EDUCATIVAS, CRIANÇAS, BRASIL, ARACAJU, EDUCATION, STUDENT ADJUSTMENT, EDUCATIONAL POLICY, CHILD EDUCATION, EDUCATIONAL PRACTICES, CHILDREN, BRAZIL, ARACAJU