Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Mandu, Luciana Ramalho Santana
 |
| Orientador(a): |
Vercelli, Ligia de Carvalho Abões
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| Banca de defesa: |
Vercelli, Ligia de Carvalho Abões
,
Roggero, Rosemary
,
Silva, Marta Regina Paulo da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de Mestrado em Gestão e Práticas Educacionais
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| Departamento: |
Educação
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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/3124
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Resumo: |
This intervention research has as its object of study the supervisory action in the articulation between early childhood education and fundamental education in the children's transition process between these two educational stages. It seeks to answer the following questions: Can school supervision contribute to the articulation between early childhood education and elementary education in the children's transition process? As? What strategies used in supervisory action favor this articulation? Its general objective is to understand how school supervision can contribute to the articulation in the transition process of children between kindergarten and elementary school. The specific objectives are the following: to identify the strategies used by school supervision that favor the articulation in the transition process of children between kindergarten and elementary school and to suggest possibilities for the supervisory action to contemplate aspects that can contribute to the articulation in the process transition of children between these two stages, in order to break with the discontinuity of the learning processes. School supervision, legally, has several administrative and pedagogical action. In this sense, our hypothesis is that school supervision, within its routine of monitoring the educational units and in the dialogues established with the management teams, can contemplate pedagogical actions that stimulate and promote the integration between these two levels of basic education, as it supervises both kindergarten and elementary schools, which serve the same children at different ages. The universe of the research is two units of the Municipal Network of São Paulo, being an early childhood education unit, which serves children from four to five years old, and an elementary education unit, which serves children from the 1st to the 9th grade. The participants are two pedagogical coordinators and a director of these units; four teachers who work with children aged four to five and six teachers who work with classes from the 1st to the 5th grade of elementary school. The methodology used is of a qualitative nature, having as data collection instruments: versions of meaning written by the participants, records of meetings held by the supervisor/researcher and interviews with teachers, pedagogical coordinators and the director. The collected data, studied in the light of Bardin's content analysis focusing on the categories school supervision and articulation between the two stages, pointed to the following subcategories: games, spaces, pedagogical documentation. The theoretical framework used in this study was based on authors of Critical Pedagogy. It is concluded that school supervision plays an articulating role between the two stages; that it is necessary to rethink the organization of spaces in elementary schools, in order to guarantee children the right to play and that, in order to guarantee continuity in children's learning and development processes, it is necessary that elementary school professionals consider the pedagogical documentation sent by early childhood education. |
