Análise da implantação de um currículo para a educação infantil do Centro Social Marista Itaquera: desafios e perspectivas

• Ano de defesa: 2010
• Autor(a) principal: Silva, Viviane Aparecida da
• Orientador(a): Abramowicz, Mere
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação infantil; Currículo; Formação continuada
• Palavras-chave em Inglês: Early childhood education; Curriculum; Continuous formation
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9527

This research concerns the implementation of a curriculum in the Early Childhood Education of the Centro Social Marista Itaquera, located in the city of São Paulo. The study aimed to investigate what factors facilitated or hampered the curriculum implementation, from the viewpoint of participating educators. The investigation took as reference the questionnaires carried out with fifteen teachers who participated during at least one year of the implementation. As basic theorical references for the research, were used the curriculum guidelines of the Ministério da Educação (MEC), considering the relevant theorical publications from this agency for early childhood education. The study unveiled the pillars that contributed to the implementation of the curriculum, as well as the difficulties faced daily by educators. Moreover, it also allowed to verify that the biggest challenge for educators was to attend the demands of educating and caring for babies, which pointed to the need to investigate this issue and emphasized the difficulty of listening to the little ones, to welcome their cultures and to understand their languages. Along of the curriculum deployment, there were difficulties in getting the involvement of all the professionals and rapprochement to the families, to establishment of partnerships in the school context, intending a collective work. From the discussions were perceived authorship and participation of the educators in curriculum implementation activities, with emphasis on the need for a continuous process of formation of professionals and systematization of the curriculum. This study about the implementation of a curriculum in the Early Childhood Education of the Centro Social Marista Itaquera intends to contribute to the necessary reflection on the importance of the involvement, authorship and participation of all people engaged in the education of children, in the process of curriculum implementation