Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Centeno, Eloiza Rodrigues
 |
| Orientador(a): |
Noffs, Neide de Aquino |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23386
|
Resumo: |
This dissertation the aimed at learning how the practice of reading is regarded in the daily rou- tine of nursery schools. Considering the very few studies approaching the practices and peda- gogical proposals focusing on babies, this research has been developed. More specifically, it aims to analyze: reading practices to babies at the nursery school context, benefiting from the space-time dimensions (where and when to read), manner (how to read) and book-object (what to read); identify the feasible mediation actions of the teacher towards the babies during the reading practice; understand the ways of how the pedagogical proposals/curriculum are trans- lated into the nursery school, with emphasis on what is conveyed by the National Curriculum Guidelines for Early Childhood Education (DCNEIs) and the National Curriculum Framework of Early Childhood Education (BNCC). The research lócus was a Municipal nursery school in the city of Barueri/SP; within a grouping of Nursery – level II, encompassing babies aging from 11 to 18 months and their teacher. In light of a qualitative study that, in addition to the biblio- graphic review, has presented data arising from the observation of reading sections, documented by photo images for analysis purposes and written records and, also as a reference, the inter- view-talks held with the teacher. Therefore, the methodological approach, including the issuing of the data, proceeded in a way as to reveal the practices of reading as researched in the nursery school, showing some representative episodes of such relation. The study proposes a review of the reading practices for the meaningful learning of babies during nursery school, since the research data reveal that such practices can be enhanced when considering the dimensions thereof approached in this study, what implies the necessity of qualifying them, to the extent that they are taken as frameworks that educate and project and, therefore, reshaping what are being prevailing as the pedagogy of teaching within the researched contex |
