Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Rosset, Joyce Menasce
 |
| Orientador(a): |
Gimenes, Nelson Antonio Simão |
| 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: Formação de Formadores
|
| 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/23472
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Resumo: |
This work has begun as the blog Tempo de Creche, authored by me and focused on training early childhood education professionals, has accumulated a growing number of followers and posts. To understand the interaction between the followers and the blog, we had to stop and think: what subjects have been published more? Which ones arouse more interest? What are the characteristics of the public? We classified, gathered the history and described the blog, contextualizing the object of the research. In this process we understood that the majority of the followers are women, educational professionals, nursery school teachers who work for the public school network. It was possible to verify that Tempo de Creche is mostly accessed out of the work period of the readers, thus configuring itself as an informal learning resource. We used the visualization data of 380 posts published from 02/04/2019 to 02/04/2020, and created three thematic macrocategories - teaching, learning and pedagogical coordination - and 12 sub-categories. The blog published approximately twice as many posts of the teaching macro category when compared to learning macro category, and almost 1/6 of the posts were directed specifically to pedagogical coordination. The total number of views followed this sequence. The analysis of the number of views generated, on average, by one post of each macro and subcategory made explicit the interest of the followers. The postings of the teaching and learning macrocategories generate the most views. The postings of the macrocategory pedagogical coordination are the least viewed, probably in accordance with the smaller number of followers that have this function. Among the subcategories of learning, the contents published about the domains listening, speaking, thinking and imagining; body, gestures and movements; strokes, sounds, colors and shapes provoked more visualizations. It is possible that weaknesses in the initial training of the blog's reader generated doubts about the young child's body and expressive development, awakening interest in the subject. The teaching subcategories that caused more visualizations were curriculum; evaluation and pedagogical documentation; territory, space - time - materials. When considering that the interest for documenting may be a consequence of demands of education departments, the focus falls on the postings that discuss what to do, leaving in second place how to do it. In this sense, the followers access more publications that suggest activities and repertoire of materials, culture and nature, than those that deal with strategies of action and posture of the early childhood teacher |
