Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Teixeira, Mônica Ulson Brandão
 |
| Orientador(a): |
Campos, Maria Malta |
| 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: |
Educação
|
| País: |
BR
|
| 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/10231
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Resumo: |
Education and care were placed side by side in Early Childhood Education. There are many conceptions which have been built in the area of Education since then. This dissertation focus a selected group strongly involved in this process: early childhood education teachers. Without the pretension to define care, since it is a complex and ambiguous theme, allowing for different interpretations, the main objective of this study is to understand how early childhood teachers, pupils at a special teachers education program in the state of São Paulo (PEC Municípios 2nd edition), perceive Care, both as teachers and as students. The qualitative research is based on 63 questionnaires and five semi-structured interviews made with a group of students/teachers enrolled in this program. The questionnaires answers were analyzed using both quantitative and qualitative methods, while the interviews were analyzed by means of a qualitative content analysis, using categories. The education/care connection was the most frequent category in the student-teachers answers, referring to the way care is perceived by them. When mentioning everyday practices, the focus is more related to children s development and education processes. As students, the teachers experienced care mainly as the social interactions between them |
