Caminhos para pensar a infância no contexto de uma escola de ensino fundamental da rede municipal de Santa Maria/RS

• Ano de defesa: 2023
• Autor(a) principal: Moraes, Marizane Medianeira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Políticas públicas; Infância; Ensino fundamental; Proposta pedagógica; Public policies; Childhood; Elementary school; Pedagogical proposal; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/29165

This research was developed in the Graduate Program in Public Policy and Educational Management from a Professional Master's Degree. The study is focused on school contexts and the practices developed, relating to theory and thus contributing to the initial and continuing education of teachers, so necessary for the quality of education offered by school institutions. We seek to understand the views on childhood in the context of an elementary school that receives young and very young children, with specific objectives: to know the historicity of the implementation of the law n. 12.796/2013; to analyze how the conceptions of childhood of teachers who work in the school are materialized in their work and in their daily lives, and to propose a process of collaborative construction of the pedagogical proposal that values childhood and its specificities and continuities. The research is based on a qualitative approach of exploratory and descriptive nature based on the teachers' narratives, with the contribution of collaborative research for the construction of the pedagogical proposal for Early Childhood Education, revising, this way, the school's Political Pedagogical Project. The used data production procedures/instruments were: interview and Focus Group. The basis for the discussions and interpretations of the data considered the theoretical framework from authors such as Minayo (2001, 2013), Sampieri (2013), Gatti (2005), Ibiapina (2016), Freire (1987, 1996, 2000, 2015), Lima (2020), Kramer (2006, 2007, 2011), Mello (2015, 2017). From the teachers' narratives, it was possible to know and to reflect on the looks cast on childhood and understand that these looks are collectively constituted, also being crossed by public policies, teacher training, and the commitment they have to children's rights. By analyzing the research findings, we identified that some ways of thinking about children's transitions are related to a teaching and school culture in which childhood still needs to be taken as the main focus of the work. Based on this, the product of the research is a Work Plan, which was conceived as a guiding document in the construction of the pedagogical proposal for Early Childhood Education and which will contribute to the collaborative reconstruction of the school's Political Pedagogical Project.