CRIANÇA(S) E INFÂNCIA(S): AS CONCEPÇÕES QUE NORTEIAM O TRABALHO PEDAGÓGICO EM INSTITUIÇÕES DE EDUCAÇÃO INFANTIL DE TRÊS LAGOAS-MS

• Ano de defesa: 2021
• Autor(a) principal: Rosimary Alves de Souza Garcia
• Orientador(a): Silvia Adriana Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Prática pedagógica da Educação Infantil. Saberes. Formação de professores
• Link de acesso: https://repositorio.ufms.br/handle/123456789/3821

ABSTRACT This study, linked to the Research Line “Teacher Training and Public Policies”, of the Graduate Program in Education at the Universidade Federal de Mato Grosso do Sul campus de Três Lagoas, has the general objective of understanding the conceptions of child (ren) and childhood (s) ) of professionals working in early childhood education in educational institutions in the municipality of Três Lagoas / MS, and as specific objectives to identify the profile of professionals working in Early Childhood Education, to verify if the professionals surveyed have the understanding that their conceptions of children and childhood influence the organization of their work; discuss the place that children and their childhoods occupy in pedagogical practices; and reflect the importance of professional training for the construction of appropriate pedagogical practices for Early Childhood Education. For the treatment of the data, the technique of analysis of the content of the French aspect was used. The data obtained reveal that the conceptions of the professionals surveyed who work in Early Childhood Education are: of a cheerful, innocent individual with a strong desire to learn about childhood conception, most believe it is the moment to be a child, but they do not define aspects that differentiate the two elements. There is a considerable percentage of very positive responses that indicate steps in the right direction with possibilities to favor the participation and integral development of children. However, statements also appear that indicate that the professionals participating in the study do not fully understand the children's characteristics, as well as still maintain an assistentialist and schooling view of the role and function of the institution with early childhood education and, consequently, this view reflects on the work to be carried out by them. The information still points to the need for investment in continuing education as an important movement in this process of building knowledge and reflection distorted conceptions about children and childhood, not only implying in the learning of epistemological concepts by professionals, but, above all, of values, principles and critical reviews about an early childhood education system that really gives way to childhood actions and specificities. Keywords: Pedagogical Practice of Early Childhood Education. Knowledge. Teacher Formation.