Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Silva, Kátia Cilene Camargo
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| Orientador(a): |
Barbosa, Ivone Garcia
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| Banca de defesa: |
Barbosa, Ivone Garcia,
Echalar, Adda Daniela Lima Figueiredo,
Suanno , Marilza Vanessa Rosa,
Arantes , Milna Martins,
Ximenes, Priscilla de Andrade |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação (FE)
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| Departamento: |
Faculdade de Educação - FE (RMG)
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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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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/13818
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Resumo: |
This thesis is linked to the Research Line “Training, Teaching Professionalization and Educational Work”, of the Postgraduate Program in Education at the Faculty of Education of the Federal University of Goiás (FE/UFG), and to the project “Public Policies and Education of Childhood in Goiás”, from the Center for Studies and Research on Childhood and its Education in Different Contexts (NEPIEC/FE/UFG). The work provides studies on childhood, the education of children from 0 to 6 years old and teacher training. Among the various educational challenges for childhood, our interest in the research was to study, investigate and participate in experiences related to teaching about cultural heritage, through continuing training courses for Early Childhood Education teachers from the Municipal Education Network (RME) of Anápolis-GO, offered by CEFOPE, aiming at cultural formation and appropriation of the meaning of cultural heritage. It sought to answer whether the integration of cultural and heritage knowledge in continuing training can become essential elements in teaching practice, strengthening the feeling of cultural belonging. For this, the importance of cultural heritage in Early Childhood Education curricular proposals was highlighted and how it can be integrated into the teaching process, considering teachers as fundamental cultural mediators in children's education. The methodology adopted, based on historical-dialectical materialism, includes bibliographical review, analysis of academic productions, interviews and questionnaires applied to Early Childhood Education teachers. Still, about the methodological procedures, through the participatory research, the development of Heritage Education methodologies for reading cultural heritage was considered. In this regard, the research concentrated efforts on its main objective: to analyze the process of continued training of Early Childhood Education teachers at RME in Anápolis, highlighting elements targeted to cultural training and the appropriation of the meaning of cultural heritage. The study sought theoretical support from authors with a socio-historical-dialectic perspective, approaching topics such as culture, art, aesthetic education, cultural heritage and teacher continuing training. These themes, organized into sections and subsections composing the expository method, addressed important discussions that, articulated and inserted in the historical, social and human cultural context, give consistency to the proposed theme. The analyzes, permeated by contradictory and dialectical movements, revealed analytical efforts that reach results of (dis)continuities, as: fragility of public policies for continuing training; gaps in the teacher training process; (dis) knowledge about cultural heritage; limited cultural referential repertoire; demotivation and resistance to possible change, among others present in the analyzes and results raised in the research. With this research, it is expected to establish the necessary cultural training as a right, incorporated into teaching training, making humanizing and transformative practices possible for those who believe in and wish to educate views on the reading of cultural heritage. |
