Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Silva, Rosália Maria Medeiros Torquato da
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| 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/23115
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Resumo: |
This research has as its goal doing a study about the Integrative Curriculum of the Paulistanian Childhood, announcing challenges and possibilities in the construction of a childhood integrative curriculum, which takes into account babies and children (from 0 up to 12 years old) in their integrity, comprehending the education as a guarantee of personal rights in the construction of knowledge encompassing life, culture and the school ambient, by means of a continuous learning process. In this sense, this research’s purpose is to present the contributions of the Paulistanian Childhood Integrative Curriculum principles, in the organization of institutional experiences constructed for and with babies and children regarding early childhood education and its different transitions (within the CEI, within the Emei, and from the first to the latter), with the objective of corroborating to the exercise of their own protagonism, pointing out the process of listening as a fundamental factor, declaring the construction of the pedagogical documentation as an instrument which contributes to strengthen the building of their identity. This research is based on the following theoretical references: Michael Apple, Antônio Flávio Moreira, Tomaz Tadeu da Silva, Ivor Goodson and Gimeno Sacristán regarding the curriculum area; Neide de Aquino Noffs, Marina Graziela Feldmann, Mere Abramowicz and Vera Melis regarding the formation of teachers area; John Dewey, Loris Malaguzzi, Paulo Freire and William A. Corsaro regarding theoretical fundaments. The adopted methodology is qualitative, with bibliographic research and documental research. The research investigates in which aspects the Integrative Curriculum of the Paulistanian Childhood and the National Common Curricular Basis converge upon. Thus, showing how the CEI and Emei find themselves organized nowadays in São Paulo city, announcing times, spaces and materialities as relevant background information at the implementation of the Integrative Curriculum of the Paulistanian Childhood |
