Ecologia do desenvolvimento humano: movimentos e construção da ambiência bioecológica na educação infantil do campo

• Ano de defesa: 2019
• Autor(a) principal: Avinio, Carina de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação infantil; Escola do campo; Modelo bioecológico na pesquisa em educação; Ecology of human development; Child education; School of the field; Bioecological environment; Biological model in education research; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/19519

In the context of the research line "Training, knowledge and professional development" inserted in the Doctoral Course in Education of the Post-Graduation Program in Education of the Federal University of Santa Maria (UFSM), this thesis was elaborated involving an investigative process about a bioecological approach of the rural school environment of Early Childhood Education including the collaborative construction of new pedagogies for rural school education. As part of this context as a teacher and facing new challenges, we perceive the need to think and construct a proposal focused on Early Childhood Education of the field in the EMEI object of investigation of this thesis. The main objective of this research is to understand the implications of Urie Bronfenbrenner 's Bioecological Theory of Human Development in a bioecological approach to the rural school environment and the consequent collaborative construction of a new pedagogical proposal for rural school education in children' s education. The specific objectives are: To elaborate the bioecological mapping of a rural school environment; to raise identifying characteristics of a Municipal School of Early Childhood Education as a rural school; describe the meanings of the rural school for public management and the school community; to recognize the expectations of the educators working in the school and the training needs pointed out, besides explaining the bioecological and pedagogical implications in the construction of the Political-Pedagogical Project of a rural school. In the state of knowledge and in the outline of the conceptual theoretical matrix, we elaborate the following concepts: The new rural, Education in the field, (trans) formative environment, positive, school, and school bioecology. The new rural, Education in the field, (trans) formative environment, positive, school, and school bioecology. The research has a qualitative approach in education, more precisely an ethnographic case study based on the Bioecological Theory of Human Development (BRONFENBRENNER, MORRIS, 1999; BRONFENBRENNER, CECI, 1994; BRONFENBRENNER; EVANS, 2000; BRONFENBRENNER; MORRIS, 1998). We use as methods of information collection, microsystem observation, which will be referring to the children involved in the research, the narrative interviews directed to the mesosystems and exossistemas referring to the parents, teachers, directors and management team of SMED and the macrosystem related to documentary analysis. In line with the objectives of this research proposal we intend to describe a methodology for research with children in a school context, in a peasant environment, developing a keen eye and sensitive listening in the Ecological Insertion of all the protagonists involved in the study. In order to meet this, we constructed through the triangulation of the data, the pedagogical political project of the school, as well as identifying training needs that involve the teachers and managers of the municipal network of the municipality of Santa Maria. In this perspective, the research results highlight important meanings for the continuation of teacher education.