Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Aleixo, Camila Rosa dos Santos
 |
| Orientador(a): |
Bioto-Cavalcanti, Patricia Aparecida |
| Banca de defesa: |
Bioto-Cavalcanti, Patricia Aparecida,
Giovanni, Luciana Maria,
Ter??ariol, Adriana Aparecida,
Nogueira, Maria Elisa,
Teixeira, Rosiley Aparecida |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
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| Programa de Pós-Graduação: |
Programa de Mestrado em Gest??o e Pr??ticas Educacionais
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| Departamento: |
Educa????o
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2109
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Resumo: |
This research is located in the Master Program in Management and Educational Practices (Progepe) of the University Nove de Julho (Uninove), specifically in the line of research and intervention in educational management (Lipiges). The object of this study was proposed the teacher of early childhood education of the municipal school of S??o Paulo outlined in documents produced by the Municipal Secretariat of Education since the mid- 2000s. It is worth mentioning that from this object emerged the following concerns that guided and motivated The development of this research: What documents are these? What is the tone, scope, purpose, language and content of these documents? In this context, what can we understand as prescriptions for teaching practices? What teachers do the documents propose, draw and format? What is the teacher's role in carrying out the secretary's proposals according to the documents? With these research questions outlined, it was delimited, as a general objective, to analyze the prescriptions of the documents for the practices of teachers of kindergarten of the municipal school of S??o Paulo, and to draw a profile of the teacher conformed in these documents. As a specific objective, it was estimated: to describe and analyze the SME documents cited here, trying to capture what is normalized regarding teachers; establish analytical categories as to what they claim about the teacher; to compare the statements of the documents with what the legal provisions on early childhood education say regarding teaching performance: to verify the contact points of the official discourse present in the documents with what the literature says about the early childhood teacher. From these objectives, the research was developed according to a qualitative approach, which unfolds in three different possibilities in the accomplishment of a research: the documentary research, the case study and the ethnography. The universe of research was defined by the official documents of the Municipal Secretariat of Education: Childhood Curriculum Guidelines: Learning Expectations and Didactic Guidelines for Early Childhood Education (2007); Assessment in Early Childhood Education: Improving Looks (2013); Integrating Curriculum of S??o Paulo's childhood (2015); Quality standards in early childhood education Paulistana (2015); Quality indicators of S??o Paulo kindergarten (2016). Thus the research was developed dialoguing with the theoretical references, such as: Kuhlmann (2001), Rosemberg (1995) and Vercelli (2015) when dealing with early childhood education, Gatti (2009), N??voa (1995) and Garcia (1999) on the theme. teacher education, and Bardin (1995) and Bioto-Cavalcanti (2013) in document analysis. As the main result of this study provided an understanding of the scope in which prescriptions of practices are revealed in early childhood education, trends were found that shape the preschool teacher as an executor of prescriptions contained in the documents of the Municipal Secretariat of Education of S??o Paulo. |
