Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Cardoso, Lindabel Delgado
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| Orientador(a): |
Ronca, Antonio Carlos Caruso
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Psicologia
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| País: |
BR
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| 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/16146
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Resumo: |
The objective of this research was to analyze the educational processes developed in Programa Educriança, a public policy of affirmative action for early childhood education, considering the interaction between the cultures of child, family and school, from the experience of women/mothers. Among the aspects considered relevant to conduct this research, include: Educriança comes from the drama of thousands of women of the lower classes; lack of research on affirmative action in early childhood education; little investigated the relationship of fathers/mothers with educators in childcare. Based on a socio-historical conception, human kind is an active subject, the protagonist of his story and his society, given the historical process of the society in which he/she lives and at the same time, able to transform the history of the environment in which he/she lives. The qualitative research assumes the interpretive character of constructive knowledge, which involves understanding how the knowledge-building process, as human production and not something that is ready and simply be described. The procedures for analysis of interviews left the seizure of the senses, the subjectivity of the content of the speeches of the research subjects, through the organization of core significance of Aguiar and Ozella (2006). From the methodological point of view, we tried to reveal and interpret the meanings made by research subjects allocated to educational processes in Educriança, it becomes necessary to understand the uniqueness of the individual, the process and historicity. Semi-structured interviews with three women who participated in the Educriança with her children produced the following results: Rosa gained autonomy, joy of life, the sense of being a mother and wife as the subject of rights. Rosa constituted new meanings in the experience of motherhood in relation to their children in learning how to treat the child without aggression, understand the language of the child, the comprehension that children do not understand and think or act like an adult, dealing with child in day-to-day. For Beth, the emancipation, discover herself as citizenship in the world, the rescue of self-esteem, the pleasure in motherhood and family. Clarice gained consciousness in unity of feeling, to know/understand and act. She gained life out of social isolation, no longer think only of the sorrows and hardships of extreme poverty. The three women gained conscientiousness about feeling, knowing, understanding and deal with their children. This study has met its objectives to reveal the contribution of the Programa Educriança as an affirmative public policy for childhood education considering the interaction between the cultures of family, child and school, highlighting the role of popular education in humanization, autonomy and emancipation of human beings. Finally, it is recommended that at least the big cities of this country should try to take on a new type of public policy for early childhood education, developed as similar as the educational processes developed in Programa Educriança |
