Cria(ti) vida(de): um estudo com as professoras de educação infantil de Três Passos - RS

• Ano de defesa: 2024
• Autor(a) principal: Krüger, Jaqueline Bussler Michael
• 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 Educação; Centro de Educação
• Palavras-chave em Português: Criatividade; Educação infantil; Práticas pedagógicas; Creativity; Early childhood education; Pedagogical practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33464

This research is linked to the Federal University of Santa Maria and the Postgraduate Program in Education, research line 2 (Public Educational Policies, Educational Practices and their Interfaces) and is related to the umbrella research project “Childhoods, Cultures and Educational Practices in Early Childhood Education Contexts”, number 055634, registered with the ethics and research committee. The theme of the research is creativity in early childhood education. The research problem is expressed through the following question: Does the pedagogical practice constructed by early childhood education teachers take into account the principle of children's autonomy and enable them to express their creativity? The general aim of the research is to understand how early childhood education teachers in the municipality of Três Passos - RS construct pedagogical practice taking into account children's autonomy and expression of creativity. The specific objectives are: to deepen conceptually the conception of creativity related to educational practice in Early Childhood Education; to analyse, from the teachers' point of view, how play is organized and the relationship with creativity; to verify whether the proposals come from the children's curiosities (pedagogical projects) or from the teachers' demands. Considering the researcher's career as a teacher in the municipal school system of Três Passos - RS, this research is justified in order to answer personal and professional questions about the construction of pedagogical practices. It is also justified in terms of understanding how these practices can help children develop their creativity and autonomy. The methodological perspectives are based on qualitative and narrative research (Clandinin and Connelly, 2015), and the analysis was built on the methodology of Discursive Textual Analysis (Moraes and Galiazzi, 2006), considering constructionist reflexivity (Colombo, 2016). The data was produced in three different moments: initially, with a questionnaire sent to all the teachers at the municipal early childhood education schools (EMEIs), in order to find the participants interested in the research and check their diagnostic profile. This second phase consisted of an individual, in-depth interview with the teachers interested in taking part in the research. The third stage was a group conversation with the teachers interviewed. It is understood that this mode of production implies different forms of analysis, considering that in two moments they are answers that imply the perspective of an individual subject and, in the end, the group conversation represents a way of thinking collectively The theoretical framework covered the conceptions of “child”, “childhood” and “creativity”, based on the Reggio Emilia approach, especially Loris Malaguzzi, Gandini (2016), Vea Vecchi (2017), Rinaldi (2018) and the authors of the “sociology of childhood”, Corsaro (2011), Faria and Finco (2011), as well as Lev Vigotski (2018), among others, who inspired this research. It is hoped that this research will, above all, contribute to early childhood education teachers in their pedagogical practices, reaching children and helping them to live their daily lives at school with more autonomy and creativity.