Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores
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| 主要作者: | |
|---|---|
| Publication Date: | 2013 |
| 格式: | Master thesis |
| 語言: | por |
| Source: | Repositório Comum do Brasil - Deposita |
| Download full: | http://hdl.handle.net/123456789/416 https://deposita.ibict.br/handle/deposita/282 |
總結: | This research has as its thematic study the written record of kindergarten teachers as a narrative that allows reflection an/on the pedagogical practice. The main objective is: to investigate the reflexivity potential of / in written records about the pedagogical practice of preschool teachers. So, we chose as specific objectives: 1) to characterize the pedagogical practice of early childhood teachers' by their written records, 2) to identify the types of written records of early childhood education teachers, and 3) to identify if the written records of the teachers can be considered as tools for reflection on teaching practice. The study is justified, therefore, for foster teachers understanding about their practices through written records, as tools that promote self-knowledge, self-education and teacher reflection, helping the rethinking of being a teacher in early childhood education. The relevance of the study, in this regard, stems from their contributions to the development of narrative and reflexivity about the pedagogical practice of preschool teachers. To fulfill the intent of the research, regarding the theoretical and methodological aspects, the study was based on research addressing about pedagogical practice in early childhood education. To contextualize the object of study, the research anchors on the contributions of: Krammer (1994, 1996, 2011), Oliveira-Formosinho and Azevedo (2002), Del Priore (2000), Corsino (2009), Kuhlmann Jr. (2011 ), Ostetto (2000, 2010), Bassedas, Huguet and Solé (1999), Paige-Smith and Craft (2010), among others. This is a qualitative study, developed through narrative research. In relation to the methodological path, this research is based on Bauer and Gaskell (2000), Larrosa (2004, 2010), Clandinin and Connelly (2000, 2011), Dominicé (2010), Josso (2010), Souza (2006), for example. In data production, the research used written diaries of practice, narrative interview and observation. The narrative study developed in dialogue with four kindergarten teachers from SESC - Educational Center Floriano/PI. We analyzed the narrative data supported by the technique of content analysis proposed by Poirier, Valladon-Clapier and Raybaut (1999). The data organization includes three (03) lines of analysis, so-called: Axis 01 - Characterization of teaching practice in early childhood education; Axis 02 - Types of written record of kindergarten teachers; Axis 03 - The written record and reflexivity on/about pedagogical practice. The study completion has the merit of enhancing the teaching self-awareness, through reflexivity about acting and about being a teacher, promoting self-education. The writing produced by the teachers is so diverse: in planning, through individual and collective reporting, in terms notebooks records, posters, among others. The research revealed the gradual accession of registering a written pedagogical practice by preschool teachers in their mode, your way to teach, stimulating the development of reflexivity, and the narrative as a productive and intervening tool in reworking the ways of thinking, feeling, to create and to act in time and space education. |
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| author | Santana, Marttem Costa de |
| author_browse | Santana, Marttem Costa de |
| author_facet | Santana, Marttem Costa de |
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| collection | Repositório Comum do Brasil - Deposita |
| contributor_str_mv | Brito, Antonia Edna Lopes, Iveuta de Abreu Ibiapina, Ivana Maria Lopes de Melo Mendes, Bárbara Maria Macêdo |
| dc.contributor.advisor1.fl_str_mv | Brito, Antonia Edna |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/6330565088532183 |
| dc.contributor.author.fl_str_mv | Santana, Marttem Costa de |
| dc.contributor.authorID.fl_str_mv | orcid.org/0000-0002-8701-9403 |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/2609398095194155 |
| dc.contributor.referee1.fl_str_mv | Lopes, Iveuta de Abreu |
| dc.contributor.referee1Lattes.fl_str_mv | http://lattes.cnpq.br/9909151214898855 |
| dc.contributor.referee2.fl_str_mv | Ibiapina, Ivana Maria Lopes de Melo |
| dc.contributor.referee2Lattes.fl_str_mv | http://lattes.cnpq.br/2887767376788158 |
| dc.contributor.referee3.fl_str_mv | Mendes, Bárbara Maria Macêdo |
| dc.contributor.referee3Lattes.fl_str_mv | http://lattes.cnpq.br/5880502123461773 |
| dc.date.accessioned.fl_str_mv | 2023-04-19T17:47:22Z |
| dc.date.issued.fl_str_mv | 2013 |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.citation.fl_str_mv | SANTANA, Marttem Costa de Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores. Orientadora Antonia Edna Brito. 2013. 156 f. Dissertação (Mestrado em Educação) – Universidade Federal do Piauí, Programa de Pós-Graduação em Educação, Teresina, 2013. |
| dc.identifier.doi.por.fl_str_mv | http://hdl.handle.net/123456789/416 |
| dc.identifier.uri.fl_str_mv | https://deposita.ibict.br/handle/deposita/282 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Universidade Federal do Piauí CENTRO DE CIÊNCIAS DA EDUCAÇÃO |
| dc.publisher.none.fl_str_mv | Universidade Federal do Piauí |
| dc.publisher.program.fl_str_mv | Programa de Pós-Graduação em Educação |
| dc.relation.por.fl_str_mv | Entrevista Narrativa, diários da prática, observação, análise de conteúdo. |
| dc.relation.references.por.fl_str_mv | Santana, Marttem Costa de Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores. Orientadora Antonia Edna Brito. 2013. 156 f. Dissertação (Mestrado em Educação) – Universidade Federal do Piauí, Programa de Pós-Graduação em Educação, Teresina, 2013. |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Comum do Brasil - Deposita instname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) instacron:IBICT |
| dc.subject.cnpq.fl_str_mv | Educação Ensino-Aprendizagem Tópicos Específicos de Educação |
| dc.subject.eng.fl_str_mv | Early Childhood Education Pedagogical Practice Narrative inquiry Written record Reflexivity |
| dc.subject.por.fl_str_mv | Educação Infantil. Prática Pedagógica. Pesquisa Narrativa. Registro Escrito. Reflexividade. |
| dc.title.alternative.eng.fl_str_mv | Pedagogical practice of preschool teachers: reflective evocations from teachers' written records |
| dc.title.por.fl_str_mv | Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This research has as its thematic study the written record of kindergarten teachers as a narrative that allows reflection an/on the pedagogical practice. The main objective is: to investigate the reflexivity potential of / in written records about the pedagogical practice of preschool teachers. So, we chose as specific objectives: 1) to characterize the pedagogical practice of early childhood teachers' by their written records, 2) to identify the types of written records of early childhood education teachers, and 3) to identify if the written records of the teachers can be considered as tools for reflection on teaching practice. The study is justified, therefore, for foster teachers understanding about their practices through written records, as tools that promote self-knowledge, self-education and teacher reflection, helping the rethinking of being a teacher in early childhood education. The relevance of the study, in this regard, stems from their contributions to the development of narrative and reflexivity about the pedagogical practice of preschool teachers. To fulfill the intent of the research, regarding the theoretical and methodological aspects, the study was based on research addressing about pedagogical practice in early childhood education. To contextualize the object of study, the research anchors on the contributions of: Krammer (1994, 1996, 2011), Oliveira-Formosinho and Azevedo (2002), Del Priore (2000), Corsino (2009), Kuhlmann Jr. (2011 ), Ostetto (2000, 2010), Bassedas, Huguet and Solé (1999), Paige-Smith and Craft (2010), among others. This is a qualitative study, developed through narrative research. In relation to the methodological path, this research is based on Bauer and Gaskell (2000), Larrosa (2004, 2010), Clandinin and Connelly (2000, 2011), Dominicé (2010), Josso (2010), Souza (2006), for example. In data production, the research used written diaries of practice, narrative interview and observation. The narrative study developed in dialogue with four kindergarten teachers from SESC - Educational Center Floriano/PI. We analyzed the narrative data supported by the technique of content analysis proposed by Poirier, Valladon-Clapier and Raybaut (1999). The data organization includes three (03) lines of analysis, so-called: Axis 01 - Characterization of teaching practice in early childhood education; Axis 02 - Types of written record of kindergarten teachers; Axis 03 - The written record and reflexivity on/about pedagogical practice. The study completion has the merit of enhancing the teaching self-awareness, through reflexivity about acting and about being a teacher, promoting self-education. The writing produced by the teachers is so diverse: in planning, through individual and collective reporting, in terms notebooks records, posters, among others. The research revealed the gradual accession of registering a written pedagogical practice by preschool teachers in their mode, your way to teach, stimulating the development of reflexivity, and the narrative as a productive and intervening tool in reworking the ways of thinking, feeling, to create and to act in time and space education. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | IBICT-1_fe8d90a92b8ee7596ae42ee62b6c8683 |
| identifier_str_mv | SANTANA, Marttem Costa de Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores. Orientadora Antonia Edna Brito. 2013. 156 f. Dissertação (Mestrado em Educação) – Universidade Federal do Piauí, Programa de Pós-Graduação em Educação, Teresina, 2013. |
| instacron_str | IBICT |
| institution | IBICT |
| instname_str | Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| language | por |
| network_acronym_str | IBICT-1 |
| network_name_str | Repositório Comum do Brasil - Deposita |
| oai_identifier_str | oai:deposita.ibict.br:deposita/282 |
| publishDate | 2013 |
| publishDateSort | 2013 |
| publisher.none.fl_str_mv | Universidade Federal do Piauí |
| reponame_str | Repositório Comum do Brasil - Deposita |
| repository.mail.fl_str_mv | deposita@ibict.br |
| repository.name.fl_str_mv | Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| repository_id_str | 4658 |
| spelling | Brito, Antonia Ednahttp://lattes.cnpq.br/6330565088532183Lopes, Iveuta de Abreuhttp://lattes.cnpq.br/9909151214898855Ibiapina, Ivana Maria Lopes de Melohttp://lattes.cnpq.br/2887767376788158Mendes, Bárbara Maria Macêdohttp://lattes.cnpq.br/5880502123461773orcid.org/0000-0002-8701-9403http://lattes.cnpq.br/2609398095194155Santana, Marttem Costa de2023-04-19T17:47:22Z2013SANTANA, Marttem Costa de Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores. Orientadora Antonia Edna Brito. 2013. 156 f. Dissertação (Mestrado em Educação) – Universidade Federal do Piauí, Programa de Pós-Graduação em Educação, Teresina, 2013.http://hdl.handle.net/123456789/416https://deposita.ibict.br/handle/deposita/282This research has as its thematic study the written record of kindergarten teachers as a narrative that allows reflection an/on the pedagogical practice. The main objective is: to investigate the reflexivity potential of / in written records about the pedagogical practice of preschool teachers. So, we chose as specific objectives: 1) to characterize the pedagogical practice of early childhood teachers' by their written records, 2) to identify the types of written records of early childhood education teachers, and 3) to identify if the written records of the teachers can be considered as tools for reflection on teaching practice. The study is justified, therefore, for foster teachers understanding about their practices through written records, as tools that promote self-knowledge, self-education and teacher reflection, helping the rethinking of being a teacher in early childhood education. The relevance of the study, in this regard, stems from their contributions to the development of narrative and reflexivity about the pedagogical practice of preschool teachers. To fulfill the intent of the research, regarding the theoretical and methodological aspects, the study was based on research addressing about pedagogical practice in early childhood education. To contextualize the object of study, the research anchors on the contributions of: Krammer (1994, 1996, 2011), Oliveira-Formosinho and Azevedo (2002), Del Priore (2000), Corsino (2009), Kuhlmann Jr. (2011 ), Ostetto (2000, 2010), Bassedas, Huguet and Solé (1999), Paige-Smith and Craft (2010), among others. This is a qualitative study, developed through narrative research. In relation to the methodological path, this research is based on Bauer and Gaskell (2000), Larrosa (2004, 2010), Clandinin and Connelly (2000, 2011), Dominicé (2010), Josso (2010), Souza (2006), for example. In data production, the research used written diaries of practice, narrative interview and observation. The narrative study developed in dialogue with four kindergarten teachers from SESC - Educational Center Floriano/PI. We analyzed the narrative data supported by the technique of content analysis proposed by Poirier, Valladon-Clapier and Raybaut (1999). The data organization includes three (03) lines of analysis, so-called: Axis 01 - Characterization of teaching practice in early childhood education; Axis 02 - Types of written record of kindergarten teachers; Axis 03 - The written record and reflexivity on/about pedagogical practice. The study completion has the merit of enhancing the teaching self-awareness, through reflexivity about acting and about being a teacher, promoting self-education. The writing produced by the teachers is so diverse: in planning, through individual and collective reporting, in terms notebooks records, posters, among others. The research revealed the gradual accession of registering a written pedagogical practice by preschool teachers in their mode, your way to teach, stimulating the development of reflexivity, and the narrative as a productive and intervening tool in reworking the ways of thinking, feeling, to create and to act in time and space education.Esta pesquisa tem como objeto de estudo o registro escrito de professores de educação infantil como narrativa que possibilita a reflexão na/sobre a prática pedagógica. A pesquisa tem como objetivo central: investigar o potencial da reflexividade dos/nos registros escritos sobre a prática pedagógica de professores de educação infantil. Para tanto, elegeu-se como objetivos específicos: 1) caracterizar a prática pedagógica das professoras da educação infantil à luz de seus registros escritos; 2) identificar os tipos de registros escritos das professoras de educação infantil; e 3) identificar se os registros escritos das professoras de educação infantil constituem ferramentas de reflexão sobre a prática pedagógica. O estudo justifica-se, portanto, por favorecer aos professores a compreensão sobre suas práticas, por meio de registros escritos, como ferramentas que propiciam o conhecimento de si, a autoformação e a reflexão docente, auxiliando a reelaboração do ser professor na educação infantil. A relevância do estudo, neste sentido, decorre de suas contribuições para o desenvolvimento da narratividade e da reflexividade sobre a prática pedagógica de professores de educação infantil. Para concretizar o intento da pesquisa, no que concerne aos aspectos teórico-metodológicos, o estudo fundamentou-se em pesquisas que abordam a prática pedagógica na educação infantil. Para contextualizar o objeto de estudo, a investigação ancora-se nas contribuições de: Krammer (1994, 1996, 2011), Oliveira-Formosinho e Azevedo (2002), Del Priore (2000), Corsino (2009), Kuhlmann Jr. (2011), Ostetto (2000, 2010), Bassedas, Huguet e Solé (1999), Paige-Smith e Craft (2010), entre outros. Trata-se de um estudo de natureza qualitativa, desenvolvido através da pesquisa narrativa. Em relação ao delineamento do percurso metodológico, este se consubstancia nas pesquisas de Bauer e Gaskell (2000), Larrosa (2004, 2010), Clandinin e Connelly (2000, 2011), Dominicé (2010), Josso (2010), Souza (2006), por exemplo. Na produção de dados, a investigação utilizou diários da prática, entrevista narrativa e observação. O estudo narrativo desenvolveu-se na interlocução com quatro professoras da educação infantil do SESC - Centro Educacional de Floriano/PI. Analisou-se os dados narrativos apoiados na técnica de análise de conteúdo, proposta por Poirier, Clapier-Valladon e Raybaut (1999). A organização dos dados contempla 03 (três) eixos de análise, assim denominados: Eixo 01 - Caracterização da prática pedagógica na educação infantil; Eixo 02 - Os tipos de registro escrito das professoras da educação infantil; Eixo 03 - O registro escrito e a reflexividade na/sobre a prática pedagógica. A concretização do estudo tem o mérito de potencializar ao docente a consciência de si, através da reflexividade sobre o agir e sobre o ser professor, favorecendo a autoformação. A escrita produzida pelos professores ocorre de forma diversificada: no planejamento, por meio de relatórios individuais e coletivos, em caderno de registros, em bilhetes, em cartazes, dentre outros. A pesquisa revelou a gradativa adesão de professoras de educação infantil ao processo de registrar por escrito a prática pedagógica nesta modalidade, a sua professoralidade, propiciando o desenvolvimento da reflexividade, tendo a narratividade como ferramenta produtiva e interveniente na reelaboração dos modos de pensar, de sentir, de criar e de agir no tempo e no espaço da educação infantil.CAPESNordeste-1application/pdfapplication/pdfporUniversidade Federal do PiauíPrograma de Pós-Graduação em EducaçãoBrasilUniversidade Federal do PiauíCENTRO DE CIÊNCIAS DA EDUCAÇÃOEntrevista Narrativa, diários da prática, observação, análise de conteúdo.Santana, Marttem Costa de Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores. Orientadora Antonia Edna Brito. 2013. 156 f. Dissertação (Mestrado em Educação) – Universidade Federal do Piauí, Programa de Pós-Graduação em Educação, Teresina, 2013.Early Childhood EducationPedagogical PracticeNarrative inquiryWritten recordReflexivityEducação Infantil. Prática Pedagógica. Pesquisa Narrativa. Registro Escrito. Reflexividade.EducaçãoEnsino-AprendizagemTópicos Específicos de EducaçãoPráticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professoresPedagogical practice of preschool teachers: reflective evocations from teachers' written recordsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Comum do Brasil - Depositainstname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)instacron:IBICTTEXTDISSERTAÇÃO PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL MARTTEM 01 09 2013 - Cópia.pdf.txtWritten by FormatFilter org.dspace.app.mediafilter.TikaTextExtractionFilter on 2025-06-06T20:16:27Z (GMT).Extracted texttext/plain103089https://deposita.ibict.br/bitstreams/e01039c1-f009-403e-9abb-0b9793e53faf/download3b821844867bdce47f6ee2258570b5c4MD53falseAnonymousREADTHUMBNAILDISSERTAÇÃO PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL MARTTEM 01 09 2013 - Cópia.pdf.jpgWritten by FormatFilter org.dspace.app.mediafilter.PDFBoxThumbnail on 2025-06-06T20:16:27Z (GMT).Generated Thumbnailimage/jpeg5491https://deposita.ibict.br/bitstreams/f17eaa0e-2925-4afd-9d36-3a78565a924b/download421cd8b687903d670d0ce724f97e6f09MD54falseAnonymousREADLICENSElicense.txtWritten by org.dspace.content.LicenseUtilstext/plain; charset=utf-81879https://deposita.ibict.br/bitstreams/87377e29-3a90-4c7c-b882-7a61cd4dc0ac/downloadbc8bd25f997e393d2b239037b0ac58c0MD51falseAnonymousREADORIGINALDISSERTAÇÃO PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL MARTTEM 01 09 2013 - Cópia.pdf/dspace/deposita/upload/DISSERTAÇÃO PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL MARTTEM 01 09 2013 - Cópia.pdfDocumento principalapplication/pdf1709371https://deposita.ibict.br/bitstreams/560d42f4-1c3c-468b-b33e-236db5c84712/downloadf83da1794075746280f3de782ad50ac2MD52trueAnonymousREADdeposita/2822026-03-20T17:40:18.480308Zopen.accessoai:deposita.ibict.br:deposita/282https://deposita.ibict.brRepositório ComumPUBhttp://deposita.ibict.br/oai/requestdeposita@ibict.bropendoar:46582026-03-20T17:40:18Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvciAoZXMpIG91IG8gdGl0dWxhciBkb3MgZGlyZWl0b3MgZGUgYXV0b3IpIGNvbmNlZGUgYW8gUmVwb3NpdMOzcmlvIENvbXVtIApkbyBCcmFzaWwgKERlcG9zaXRhKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IGRpc3RyaWJ1aXIgYSAKc3VhIHB1YmxpY2HDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIGVtIHF1YWxxdWVyIG1laW8sIGluY2x1aW5kbyBvcyAKZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBvIERlcG9zaXRhIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gCnBhcmEgZmlucyBkZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogdGFtYsOpbSBjb25jb3JkYSBxdWUgbyBEZXBvc2l0YSBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgZGUgc3VhIHB1YmxpY2HDp8OjbyBwYXJhIGZpbnMgZGUgc2VndXJhbsOnYSwgYmFjay11cCAKZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgcHVibGljYcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIG5lc3RhIGxpY2Vuw6dhLiAKVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgcHVibGljYcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldSBjb25oZWNpbWVudG8sIGluZnJpbmdlIGRpcmVpdG9zIGF1dG9yYWlzIApkZSBuaW5ndcOpbS4KCkNhc28gYSBzdWEgcHVibGljYcOnw6NvIGNvbnRlbmhhIG1hdGVyaWFsIHF1ZSB2b2PDqiBuw6NvIHBvc3N1aSBhIHRpdHVsYXJpZGFkZSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMsIHZvY8OqIGRlY2xhcmEgcXVlIApvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgYW8gRGVwb3NpdGEgb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIApuZXN0YSBsaWNlbsOnYSwgZSBxdWUgZXNzZSBtYXRlcmlhbCBkZSBwcm9wcmllZGFkZSBkZSB0ZXJjZWlyb3MgZXN0w6EgY2xhcmFtZW50ZSBpZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byAKb3Ugbm8gY29udGXDumRvIGRhIHB1YmxpY2HDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBQVUJMSUNBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UgQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gCk9SR0FOSVNNTywgVk9Dw4ogREVDTEFSQSBRVUUgUkVTUEVJVE9VIFRPRE9TIEUgUVVBSVNRVUVSIERJUkVJVE9TIERFIFJFVklTw4NPIENPTU8gVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIApFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKTyBEZXBvc2l0YSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgZGV0ZW50b3IoZXMpIGRvcyBkaXJlaXRvcyAKYXV0b3JhaXMgZGEgcHVibGljYcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIGNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuCg== |
| spellingShingle | Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores Santana, Marttem Costa de Early Childhood Education Pedagogical Practice Narrative inquiry Written record Reflexivity Educação Infantil. Prática Pedagógica. Pesquisa Narrativa. Registro Escrito. Reflexividade. Educação Ensino-Aprendizagem Tópicos Específicos de Educação |
| status_str | publishedVersion |
| title | Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores |
| title_full | Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores |
| title_fullStr | Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores |
| title_full_unstemmed | Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores |
| title_short | Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores |
| title_sort | Práticas pedagógicas na educação infantil: evocações reflexivas a partir de registros escritos de professores |
| topic | Early Childhood Education Pedagogical Practice Narrative inquiry Written record Reflexivity Educação Infantil. Prática Pedagógica. Pesquisa Narrativa. Registro Escrito. Reflexividade. Educação Ensino-Aprendizagem Tópicos Específicos de Educação |
| url | http://hdl.handle.net/123456789/416 https://deposita.ibict.br/handle/deposita/282 |