Navegando por Assunto "Educação infantil"

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A educação ambiental crítica na educação infantil: construção de um quintal brincante
(2025-03-10) França, Carla Cunha de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/6854845379580822
O presente estudo buscou compreender aspectos da Educação Ambiental Crítica (EAC) na prática pedagógica de uma professora de crianças de dois anos. De forma específica procuramos identificar como aconteceram as experiências produzidas pelas crianças no quintal brincante do CMEI, campo de pesquisa; caracterizar os elementos (o espaço e os materiais didáticos) potencializadores para que a EAC aconteça. O referencial teórico baseou-se principalmente em Layrargues e Lima (2014), Tiriba (2018), Saheb e Rodrigues (2016) e Oliveira (2020) que tratam da Educação Ambiental Crítica e sua relação com a Educação Infantil. Trazendo o Movimento dos Quintais Brincantes, em que caracteriza-se como espaço de investigação, brincadeira e reflexão em espaços ao ar livre. A pesquisa de caráter qualitativo foi realizada no período de seis dias do mês de março de 2024. Usamos como procedimento de construção de dados a observação participante e como instrumento de construção, o diário de campo. O sujeito da pesquisa foi uma professora do grupo de crianças de dois anos, pedagoga e professora efetiva da rede do Recife. A análise de dados foi realizada pela metodologia de análise de conteúdo Bardin (2011). Os dados construídos mostraram que dentro da rotina na EI a professora promoveu a EAC com frequência, por meio de experiências que propiciaram a construção do pertencimento ao planeta Terra com a exploração, cuidado e interação. O espaço e os materiais pedagógicos como aspectos fundamentais para o desenvolvimento da EAC na prática pedagógica da professora, dentro do quintal brincante, mostraram-se ativos em seu planejamento, de maneira transversal, abordando a EAC com as crianças, dentro da rotina escolar ao espaço externo do CMEI.
A inclusão de crianças em uma creche de um município da Zona da Mata de Pernambuco, na perspectiva da educação inclusiva
(2025-02-28) Carmo, Vitória Alves do; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/2908227219134600
A educação infantil no Brasil tem uma trajetória marcada por desafios históricos e conceituais. Inicialmente, essa etapa tinha um caráter assistencialista e demorou a ser reconhecida como parte do processo educacional formal. No que diz respeito às crianças com deficiências elas eram frequentemente excluídas do sistema educacional devido a estigmas e preconceitos. Porém, com o avanço das políticas públicas e mudanças nas concepções de infância, a inclusão passou a ser vista como um direito, e a educação infantil se tornou um campo importante para promover a igualdade de oportunidades Este estudo focou na inclusão de crianças em uma creche da Zona da Mata de Pernambuco, uma região caracterizada por grande diversidade cultural e social. O problema da pesquisa foi compreender como a inclusão numa creche, é compreendida, a partir da perspectiva dos servidores e dos docentes, a justificativa para a pesquisa está na importância da educação infantil para o desenvolvimento humano e na necessidade de garantir acesso à educação para todas as crianças. O objetivo geral foi compreender a concepção de inclusão na educação infantil a partir da perspectiva dos educadores de uma creche na Zona da Mata Norte de Pernambuco. Já os objetivos específicos incluem explorar as concepções dos educadores sobre criança e inclusão, e identificar os desafios enfrentados na promoção da inclusão. Os resultados apontaram que a infância é um período de experiências diversificadas que contribui para o desenvolvimento integral dos indivíduos; que a inclusão na educação é um conceito complexo que envolve a valorização da diversidade e a promoção da igualdade e sua implementação nos ambientes educacionais; que a formação dos educadores é fundamental, sendo necessário uma formação continuada e aprofundada para a promoção da inclusão, como também a criação de ambiente inclusivos, que são considerados essenciais para a promoção da inclusão.
A oferta da educação física em escolas municipais do Recife
(2025-03-18) Fragoso, Cláudia Manuela de Lima Chaves; Nascimento, Tárcio Amâncio do; http://lattes.cnpq.br/7587998432643663; http://lattes.cnpq.br/4413709863705265
A educação física é um componente fundamental para os estudantes da educação infantil, contribuindo para o desenvolvimento motor, cognitivo e social deles. Este estudo analisou a oferta da disciplina de educação física na educação infantil nas escolas municipais do Recife, considerando aspectos estruturais, pedagógicos e a percepção dos gestores sobre sua importância. A pesquisa partiu da observação da ausência de atividades motoras adequadas para crianças dessa etapa, o que pode impactar negativamente seu desenvolvimento motor e cognitivo. A metodologia adotada foi qualitativa, com aplicação de questionários a gestores escolares, da Secretaria de Educação do Recife e consulta a documentos oficiais. Os resultados indicaram que a Educação Física na Educação Infantil é frequentemente negligenciada, seja pela ausência de professores especializados, seja pela falta de infraestrutura adequada para a prática de atividades físicas. Além disso, constatou-se que, na maioria das escolas investigadas, a disciplina é ministrada por professores conhecidos como polivalentes, sem formação específica na área, comprometendo a qualidade do ensino. Conclui-se que a presença de profissionais capacitados, aliada a políticas públicas que garantam melhores condições estruturais e pedagógicas, é essencial para assegurar o desenvolvimento integral das crianças. A pesquisa reforça a importância de um planejamento pedagógico eficaz e a implementação de práticas educativas que favoreçam a saúde e o bem-estar dos alunos. Como também a necessidade de ações voltadas à valorização da Educação Física na Educação Infantil, promovendo um ensino que favoreça o desenvolvimento motor, cognitivo e social desde os primeiros anos de vida, destacando a Educação Física como um componente essencial na Educação Infantil.
A prática pedagógica docente-discente e a autonomia em crianças de 3 anos em uma creche da cidade do Recife
(2025-03-11) Silva, Giovanna Caroline da; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554
O presente trabalho tem por objetivo geral compreender como a autonomia é vivenciada na prática docente-discente do grupo 3 de uma creche do município de Recife. Nossa fundamentação teórica buscou aprofundamento nas temáticas autonomia e rotina, embasado principalmente nos pensamentos de Freire (1996) e Piaget (1994). Freire (1996) diz que a autonomia é a capacidade de desenvolver o pensamento crítico, destacando o papel libertador da educação. Por sua vez, Piaget (1994) coloca a autonomia como intelectual e moral, onde as interações sociais e a afetividade são determinantes no desenvolvimento infantil. Portanto, esse estudo buscou refletir acerca da importância da promoção da autonomia infantil no contexto das experiências vividas na rotina da creche. Além de identificar ações pedagógicas que estimulam a autonomia das crianças, considerando que ela é construída por meio das experiências vivenciadas e das interações com o meio. Esta pesquisa tem uma abordagem qualitativa, utilizando a observação participante e o uso do diário de campo como instrumentos metodológicos, a análise usada foi a análise de conteúdo na perspectiva de Bardin (1970). Por fim, o estudo mostra que autonomia se manifesta na rotina e no cotidiano das crianças, permeando as praticas de cuidado, as interações e brincadeiras. A prática docente também é vista como um fator decisivo para promoção dessa autonomia, pois, ao mediar e incentivar as crianças a desenvolverem sua autonomia, oferece segurança para elas expressarem suas ideias e exercerem sua liberdade. Dessa forma, a autonomia é o reflexo de escolhas realizadas, levando em conta o contexto social que o indivíduo está inserido.
Afetividade e inclusão escolar de crianças com Transtorno do Espectro Autista (TEA) na Educação Infantil: o que dizem as professoras?
(2022-10-07) Oliveira, Milena Cabral; Moreira, Fabiana Wanderley de Souza; http://lattes.cnpq.br/4058275646937545; http://lattes.cnpq.br/2540213765535237
The main objective of this study was to investigate the understanding of Early Childhood Education teachers about the role of Affectivity in the School Inclusion process of children with Autism Spectrum Disorder (ASD). This is a qualitative research. The criteria for the selection of participants were: being a teacher of Early Childhood Education and having experience with students with ASD. Data were collected by semi-structured interviews being systematized by Discourse Analysis. We are based on authors such as Lev Vygotsky (1992) who deal with Affectivity and its relationship with Education. Understanding that students with disabilities have historically faced numerous challenges to be included in the school context, we seek to reflect on the process of inclusion in Early Childhood Education, we conclude that it is extremely important for these students to enter in early childhood so that at this stage they are open to the new and adaptations must be made to ensure quality teaching. In view of the results found, it was possible to understand that where affection, trust and security are not developed, it is not possible to establish bonds with students and, consequently, this individual will not actually feel included. In this sense, the role of teachers would be to reflect on their practice and conceive affectivity as an essential element for the process of school inclusion of children with ASD, valuing its dimension not only cognitive, but mainly affective.
Arte de contar histórias: tradição oral versus o uso da tecnologia contemporânea na educação infantil
(2019-07-27) Ferreira, Fernanda Maria de Lima; Ianino, Adriana Martins; http://lattes.cnpq.br/3851462283169428; http://lattes.cnpq.br/8647117905813701
This work presents a study about the art of story telling of oral tradition, and the use of technological tools as a facilitator of the pedagogical practice of early childhood teachers. The present research was carried out in the children's class III, from the Municipal Nursery School of Santa Teresinha located in the city of Carpina-PE, raising a comparative study between the act of telling stories of oral tradition using only verbal communication and counting stories with the help of contemporary technological support; which in this case was characterized by the choice and availability of the image projection equipment. The theoretical foundation is anchored in authors such as Bussato (2008), Benjamin (1993),CISTO (2001) and Velasco (2015), aswell as other authors and official documents on the relevance of this theme. This study intends to subsidize ways for a better execution of storytelling in the pedagogical practice of teachers of Early Childhood Education, regarding the possibilities found between narratives of oral tradition and the uses of technological resources in the classroom.
A arte urbana como possibilidade de experiências estéticas na educação infantil
(2021-03-03) Nascimento, Joyce Marcelle Guerra do; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/1629631655958581
La investigación en cuestión se propuso analizar, a partir de experiencias estético-pedagógicas con Arte Urbano, los desafíos y posibilidades de la formación estética en los procesos educativos en el jardín de infantes. Tomamos como objetivos específicos: (1) Identificar cómo los niños perciben las manifestaciones del arte urbano en diferentes producciones artísticas; (2) Relacionar la vida cotidiana de los niños con el arte urbano; y (3) Analizar las aportaciones estéticas desde las prácticas pedagógicas de la enseñanza del arte urbano con niños. En este sentido, buscamos observar la potencialidad de la producción de grafitis en las paredes de la ciudad desde el punto de vista de los niños. La investigación-acción se tomó como soporte metodológico porque nos damos cuenta de la necesidad de una forma de acción planificada de carácter social y educativo, estos aspectos están presentes en la propuesta de este trabajo para desarrollar una acción de intervención en educación infantil con alumnos del grupo V. De esta manera destacamos el trabajo de los grafiteros pernambucanos, y así podemos colaborar con la formación de la mirada sensible de los niños sobre el aspecto estético del grafiti en nuestra ciudad.
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/4585124751824303
This 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.
As interações pedagógicas na educação infantil: um olhar sobre a afetividade
(2025-07-17) Barbosa, Larissa Ellen Araújo; Santiago, Mônica Maria Lins; http://lattes.cnpq.br/8311084641303194; http://lattes.cnpq.br/9986041158834813
Este trabalho teve como objetivo analisar as práticas pedagógicas de uma professora do grupo 4 da Educação Infantil em uma escola pública municipal de Camaragibe (PE), focando na construção da identidade da criança a partir da dimensão da afetividade, segundo a teoria de Henri Wallon. O estudo, de natureza qualitativa, utilizou observação e entrevista para compreender como as interações entre crianças e a professora, que ocorrem no espaço escolar durante o estágio do Personalismo, promovem o desenvolvimento integral. As observações revelaram que as crianças expressam afetos por meio de gestos, verbalizações e atitudes essenciais para a formação da identidade. As interações pedagógicas entre a professora e as crianças foram marcadas pela afetividade, em diferentes situações no espaço escolar. E, entre as crianças, as brincadeiras tiveram mostraram que se trata de uma ação importante de interação. A entrevista demonstrou que a professora não apresenta um conhecimento mais aprofundado sobre a Teoria de Henri Wallon, o que talvez possa restringir a sua mediação nas situações de interações pedagógicas no espaço da Educação Infantil. Desta forma, o estudo traz elementos para refletir sobre a importância de uma teoria do desenvolvimento infantil a partir da perspectiva da psicogênese da pessoa completa, no caso, a Teoria de Wallon, para a formação docente. Nas situações analisadas, uma questão se fez presente: uma mediação consciente das necessidades emocionais e sociais das crianças, uma prática pedagógica que valorize a afetividade de forma intencional, reconhecendo-a como ferramenta fundamental, podem ser um diferencial qualitativo para o desenvolvimento integral infantil.
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/9752154855470293
The 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.
Atividades de atenção pessoal, movimento livre e brincar dos bebês: um estudo de caso na rede municipal do Recife sob a ótica da abordagem Pikler
(2021-07-08) Monnerat, Karina Ismerio dos Santos; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/6244037225442289
The present study had as its theme self-care and free movement in babies from 0 to 3 years old in the daycare context. We adopted the Pikler approach as theoretical basis and the principles of respect, trust, and bonding in collective work with babies and children, contemplating their individualities. The Pikler approach is directed to children and babies from 0 to 3 years old, in their daily life, in their interaction with adults, and in their autonomy. It was proposed by physician Emmi Pikler, from her first experiences as a pediatrician, where she could see that the intimacy and reciprocity of the adult with the baby were of great importance for its development and to provide the child's autonomy. Thus, this work is characterized as a qualitative field research with the general objective of understanding how daily attention and free movement activities occur in a municipal nursery in Recife-PE. In addition, the specific objectives were to identify how babies' personal attention and welcoming activities occur and how babies' individuality is considered in these activities, and also to identify whether the school physical space and the routine established by the teacher provide for the babies' free movement. A multiple case study was then carried out (involving five babies aged between 10 and 11 months and the educational professionals who worked with them) in a nursery class in a municipal daycare center in the Metropolitan Region of Recife. The research data were collected through interviews with the educational professionals (teachers, child development assistants, and a trainee) who worked with the babies and also through observations of the babies during their routine at the daycare center, based on video recordings. Through the analysis of the data collected, it was noticed that the activities of daily attention and free movement happen in a routine and often mechanized way, without giving due value to the performance of these activities and without understanding their importance for child development. It was identified that hygiene care, feeding, and the welcoming of the babies take place in order to favor the work of the adults and to comply with the routine established by the daycare center and, therefore, do not aim at meeting the babies' needs in the first place. During collective moments, the attentive look to the particular needs is not considered, prevailing the collective and homogenizing look. We conclude, therefore, that the very configuration of daycare centers is not favorable to meet the individual needs of children, considering that in these collective environments there are a large number of children for few adults, especially when we take into consideration that this age group demands a lot of care and exclusive dedication from the adult.
Atuação docente diante da brincadeira na Educação Infantil
(2022-10-03) Leitão, Roberta Oliveira; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/6522592173949563
The general objective of this work was to understand the action of the early childhood education teacher in relation to playing and, as specific objectives, to repertoire the games and games experienced with children in group IV of early childhood education; identify how playing appears within the school routine. The guiding problem of the research was: how is play inserted in the planning of the early childhood education teacher? Based on this question and based on the general and specific objectives, we carried out the study of the theoretical categories using as guides the authors: Kishimoto (2010), Corasarri, Vagula and Nascimento (2018), Loro (2015), Carvalho (2010), among others. others. The research was qualitative in nature, carried out in a school of the municipal network of the municipal network of Jaboatão dos Guararapes. Data were collected through participant observation with the aid of a field diary. The technique for analyzing the data produced was content analysis (BARDIN, 2011). Through data analysis, it was found that playing was rarely promoted by the teacher and that it is seen as a hobby, demonstrating the almost non-existence of playing in group IV of early childhood education at the research field school. It was also found that, for the most part, playing arose as a result of children's initiatives at times when they felt idle or because of the little offer of this right to children. They found space to create games with their bodies, which they had available material, confirming that playing is essential, motivational and necessary for the child's life.
Avaliação na educação infantil: caminhos e desafios da prática avaliativa com bebês na rede municipal do Recife
(2025-07-24) Silva, Bárbara Claudiane da; Ferraz, Bruna Tarcília; http://lattes.cnpq.br/2100573722828366
O presente estudo buscou compreender a prática avaliativa em uma turma de Berçário da Rede Municipal do Recife. De forma específica, procurou-se compreender as concepções do professor acerca da avaliação na Educação Infantil e seus critérios para avaliar bebês. O referencial teórico fundamentou-se em autores como Hoffmann (1991; 2005), Luckesi (2011), Kramer (2006) e outros que discutem a avaliação como processo contínuo, reflexivo e respeitoso à infância. O interesse pela temática surgiu durante o Estágio Supervisionado Obrigatório (ESO), em que houve contato direto com bebês e diálogos com a professora da turma, possibilitando reflexões iniciais sobre o tema. A pesquisa, de caráter qualitativo, foi realizada posteriormente, com um professor diferente, em um Centro Municipal de Educação Infantil (CMEI) recifense, por meio de entrevista semiestruturada e análise de conteúdo.
A brincadeira na educação infantil: o ato de brincar na prática pedagógica de uma professora de crianças de 4 anos
(2021-07-15) Almeida, Cybelle Medeiros de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3313085571462084
The subject of the study aimed to understand how interactive games are inserted in the pedagogical practice of a teacher of early childhood education, in a group IV class of a Municipal Children's Education Center (CMEI) in the city of Recife-PE. This being qualitative research, we base ourselves on the main authors who supported this research, Kishimoto (2010), Horn (2018) and Maluf (2012). Data were collected from participant observation. These are then categorized under a thematic analysis perspective, proposed by Bardin (1988). This study confirmed that a game is present in the pedagogical practice of the group IV teacher. She declares that playing is a requirement in her practice at the Municipal Center for Child Education where she works and in the curriculum of the City of Recife. She organizes and plans games during her daily routine. The games organized by her is viewed as more significant than the free play students have amongst themselves. This work shows that playing is part of the child's life.Therefore, it needs to be studied thoroughly in the initial and continued training of teachers so that it becomes a legal, affective and effective practice.
O Brincar & as Brincadeiras na Educação Infantil: reflexões sobre ludicidade e mediação do professor
(2019) Lima, Aparecida da Dores Silva de; Silva, Valéria Casemiro da; Santos, Giselle Maria Nanes Correia dos; http://lattes.cnpq.br/0295353071625877
A concepção do desenho como ferramenta artística na prática do professor de educação infantil
(2019-08-10) Barbosa, Claudenice da Cunha; Melo, Énery Gislayne de Sousa; http://lattes.cnpq.br/2653085378828449; http://lattes.cnpq.br/1837815718785025
This monographic work has as its object of study children's drawings, so it sought to delineate the theme about the use of drawing in art classes, presenting a social and psychological panorama that is attributed to drawing, but linking these to didactic and artistic issues involved in it. The choice for this theme was justified by the constant contact with the children's drawing produced within the preschools, which raised concern about the visible need to revise the purpose of drawing in childhood. In this sense, the general objective was to study “the conception of drawing as an artistic tool in the practice of the preschool teacher”, followed by the specific objectives that guided the research as a whole: to analyze the use of drawing as an artistic tool by Child education; understand drawing as an instrument in child development; observe the practice with the use of drawing in the kindergarten classroom; to this end, a case study was carried out in a kindergarten and elementary school in Santa Cruz do Capibaribe-PE, with a qualitative approach. As a sampling design were focus of the study four preschool teachers with students with an average age between one and a half and four years. In addition to the use of semi-structured questionnaires applied to these teachers. As a theoretical basis, the studies by Ana Mae Barbosa (2008), Zélia Gomes (2009) and Edith Derdyk (1989) were approached in order to support the analysis of the data obtained throughout the research.
A contação de história na educação infantil como prática pedagógica: concepções de professores da Região Metropolitana do Recife
(2021-12-01) Oliveira, Luziara do Nascimento; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/9474931273440740
A contação de histórias nos anos finais da educação infantil e suas contribuições nos processos de ensino e aprendizagem
(2019-01-18) Assis, Leonardo José Nunes de; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/8856941415871205
This work focused on discussing storytelling in the last days of preschool, as well as their pedagogical contributions, giving a specific look to the teachers of the groups IV and V of Elementary School of preschool, in a municipal school. Recife PE. As a general goal we seek to understand the practice of continuing a career as a facilitator in the teaching and learning process, as well as its playful and imaginative appearance, and more specifically, a) how children's literature books contribute to the development of reading and student writing; and b) to observe the didactic objectives of the teacher are reached as he uses the pedagogical instrument of storytelling. Being this a study of the qualitative nature, we sought a methodological protocol that, from other instruments, was used from content analysis to a descriptive-analytical analysis of the narratives of three interviewed teachers who work with storytelling with their learners. Finally, the research consisted of a utility and a feature of story-keeping as a psycho-pedagogical tool that opens up possibilities in the cognitive field and interaction between teacher and student. Besides showing that it is a little useful for the development of reading and writing in children, but also for the awakening of the help of other languages, other fields of learning, especially for a new way of life.
Contar histórias na Educação Infantil: um estudo de caso da prática de uma professora
(2021-07-05) Lira, Mariana Santana de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/3042538389788129
The present work aimed to understand how a teacher performs the work of storytelling in a group 3 kindergarten class (children from 3 to 4 years old), more specifically, to analyze the teacher's conception about the work involving storytelling; to analyze how she plans her classes; to characterize what she does and prioritizes in her routine. For this, we used a qualitative case study. For data analysis we were inspired by content analysis (cf. BARDIN, 2016). We used as instruments for data collection: total observation, the questionnaire (cf. GIL,1999) and the semi-structured interview (cf. LUDKE AND ANDRÉ, 1986). The results pointed out that storytelling is part of the routine of this early childhood education group. The teacher planned the moments involving storytelling; she selected the story to be worked on with the children; she systematized the actions when practicing the narratives; she organized the spaces; she prepared the didactic resources that would be used at the moment of storytelling. We noticed that the teacher prioritized the activity of retelling. She also performed activities related to the stories told, such as: collective text construction, with the teacher as the scribe of the text; painting activities to identify characters and scenarios of the stories. The study showed an organized pedagogical practice on the part of the teacher, regarding the planning for the practice of storytelling. The study also revealed that storytelling is a pedagogical tool that enables various cognitive, social and affective learning, corroborating the studies of LACERDA (2015). Our study also showed the relevance of continued training for early childhood education teachers, regarding storytelling, perceiving it as a significant and powerful pedagogical tool for the development of children. Regarding the development of oral language, the practice of storytelling seems to have positively influenced the development of orality, because, like Carvalho et. al. (2019), we perceived that it can allow children to expand their vocabulary, learn to explain, opine, as well as favor social interaction.
Contribuições de uma brinquedoteca no aprendizado de crianças
(2021) Leite, Ilvanery de Lacerda; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710; http://lattes.cnpq.br/5968524022396977