Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
NOGUEIRA, Edilma Bandeira de Araújo
 |
| Orientador(a): |
MONTEIRO, Karla Bianca Freitas de Souza
|
| Banca de defesa: |
MONTEIRO, Karla Bianca Freitas de Souza
,
ALMADA, Francisco de Assis Carvalho de
,
MELO, José Carlos de
,
SOUSA, Emilene Leite de
,
BARROSO, Betânia Oliveira
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/4534
|
Resumo: |
Early Childhood Education, the first stage of Basic Education, aims at child integral development in its multiple dimensions, so that children use all their forms of expression and sociocultural construction. In the last decade, one of the great challenges has been the construction of curricula that see the child as a subject of rights and active in this process. Thus, this paper addresses the protagonism of children in Early Childhood Education curriculum. The macro-objective is to analyze the protagonism of children in the Early Childhood Education curriculum from a public institution of Early Childhood Education in Imperatriz/MA. To this end, we have sought support in the legislation through official documents from the Ministry of Education (MEC) that deal with children's rights, as well as in contributions from authors such as Friedmann (2017; 2020), who discusses the importance of child protagonism and its relevance in child constitution; Corsaro (2005; 2011) and Sarmento (2005; 2008, 2013), who address the new studies on childhood sociology; Oliveira-Formosinho (2007), Oliveira Formosinho and Lino (1998; 2008), who defend a childhood pedagogy focused on participation; Fochi and Saballa (2016; 2017), who present a pedagogy of everyday life based on significant experience in educational spaces; Barbosa (2000; 2014), Kramer (1977) and Monteiro (2014; 2019), which address aspects related to the curriculum-action development and the child direct participation in this construction. The research approach is qualitative, and we used the following instruments and techniques: participant observation, listening to children in laboratories, and conversation circles based on videos produced in the daily lives of the researched children. With the teachers, we held conversation circles considering the investigated object of study. Data have been examined from a content analysis. The results point to the idea that the boys and girls studied have autonomy in the circulation, movement, and use of spaces. However, most of the time, participation happens when class themes are introduced, and decision-making is specifically directed to the moments of free play in the classroom or in the courtyard with their peers, in relation to playing and games. Therefore, we are faced with a curriculum that leads to a proposal prescribed in its format, in the structural organization, in routine constitution, on how the planning is done, as well as in the PPP that brings in its landmarks the theoretical and legal instruments, such as DCNEI (BRASIL, 2010) and BNCC (BRASIL, 2017), which underlie pedagogical practices in early childhood education. Although the theoretical essence of the action does not reflect the participation, autonomy and decision making by the child aiming at their emancipation as an active subject of rights that evidences the guarantee of being at the center of the educational process, analyzes show that despite the adults who participated in this research understand the importance of child protagonism and make some effort to accomplish that, there is a teaching difficulty in making the didactic transposition, under historical effects in their conceptions for the transmission, whose focus is on the textbook, in a behavioral basis permeated by commands and by a more verticalized relationship. |
