O pensar bem na educa????o infantil

• Ano de defesa: 2016
• Autor(a) principal: Oliveira, Eduardo Gasperoni de
• Orientador(a): Lorieri, Marcos Antonio
• Banca de defesa: Lorieri, Marcos Antonio , Ponce, Branca Jurema , Vercelli, L??gia De Carvalho Arb??es
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: pensar bem; educa????o infantil; l??dico; conta????o de hist??rias; roda de conversa
• Palavras-chave em Inglês: well thinking; childhood education; playful; storytelling; conversation wheel
• Palavras-chave em Espanhol: pensar bien; educaci??n infantil; l??dico; narraci??n de historias; ronda de conversaci??n
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1403

This work has as object the well thinking in kindergarten. We aimed to elucidate about the thinking activity about children. This objective supports herself a specificity: seek grants that show and define educational practices intended at early development of well thinking. The bibliographical research is guided in legal documents on early childhood education and in Dewey's ideas (1959), Lipman (1994, 1995, 1997) and Vygotsky (1991, 1989, 2005) in order to find answers to the following questions: What paths can be taken in kindergarten in order to have an education characterized by the idea of stimulating thought? Children think, but how can be potentiated the initial reflexive practices of the reality that surrounds them; it means, how gradually think more elaborately? With the assumption that the question is striking in the infant universe through the astonished questions, what are evidence demonstrating this feature has been exploited in order to the child think well? The research points out that the usual pedagogical practices, mostly reveal a child's conception understood as a being who is not able to think critically and reflectively. It is thought that this way of thinking should be changed and it is expected that this work will contribute to this. In this way, Early Childhood Education Schools can and should be environments where it provides the development and cultivation of thought. At this stage, the role of the educator becomes very important in identifying and taking advantage of what attracts and delights the child, finding strategies and resources to make the child be enchanted, wants to learn, wants to engage in the discovery process, research and thought. Among these features, relevant to the development of well thinking, this reflection brings considerations about the playful, storytelling and conversation wheel.