Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Dominico, Eliane
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| Orientador(a): |
Lira, Aliandra Cristina Mesomo
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
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| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
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| País: |
Brasil
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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: |
http://tede.unicentro.br:8080/jspui/handle/jspui/1223
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Resumo: |
The studies of Michel Foucault allow a reflection on the contexts of Early childhood Education in contemporary times. From his concepts of power, disciplinary society and governance, it is possible to understand that educational institutions are anchored in a normative character that seeks to control the bodies and minds of children. This research aimed to investigate how the practices are organized, and how the relations of the teachers towards children and of the children among each other in the daily life of the Infantile Education are given. The general objective was to recognize and problematize pedagogical practices with children from 0 to 3 years of age from the perspective of power relations. This main objective was divided into four specific objectives: to observe how pedagogical practices are developed in the institutions of Early Childhood Education and how they act in the governance of childhood; to explain the conceptions of the teachers about the rationality that leads to order and discipline in Early Childhood Education; to problematize the strategies adopted by the institutions and teachers that make explicit the exercise of power; and recognize what mechanisms are used to control and discipline children and how they act. The theoretical concept of this work is based on the Foucaultian perspective, which helped us to observe established relationships seeking to understand how they are structured and operate in the constitution of individuals. Other authors also helped us to think about childhood and early childhood education, such as: Barbosa (2000), Bujes (2001), Corsaro (2011), Kohan (2003), Veiga- Neto (2015), Oliveira (2011), Resende (2015), among others. The research was carried out by two CMEIs of the Municipality of Guarapuava, Paraná, following a qualitative approach with data collection from observations of practices, field diary records and semistructured interviews with the teachers and the school board of the investigated institutions. It was possible to recognize that pedagogical practices with young children express the exercise of power, prevailing the adult perspective and little child participation. Furthermore, the research evidenced that impacts weigh on the behaviors of the children, that is, those who do not comply with the rules and what was agreed and do not obey the teachers are punished. Children are penalized daily, such as: remaining sitting without playing, not participating in groups, not going to the playground, having sad faces stamped on their agenda, receiving a reproachful look or a word of threat. The teaching practices experienced during the research revealed to us very few practices of playful activities but in a controlling and suffocating atmosphere. Thus, with the foucaultian studies we understand that it is essential, from a questioning posture, to trace ways and alternatives for the construction of a relationship between adults and children based on the recognition of children’s otherness, active listening, respect and acceptance. |
