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Mémoire de Maîtrise
DOI
https://doi.org/10.11606/D.48.2009.tde-01092009-160535
Document
Auteur
Nom complet
Maria Paula Vignola Zurawski
Adresse Mail
Unité de l'USP
Domain de Connaissance
Date de Soutenance
Editeur
São Paulo, 2009
Directeur
Jury
Oliveira, Zilma de Moraes Ramos de (Président)
Nicolau, Marieta Lucia Machado
Silva, Ana Paula Soares da
 
Titre en portugais
Escrever sobre a própria prática: desafios na formação do professor da primeira infância
Mots-clés en portugais
creches
educação infantil de 0 a 3 anos
formação continuada de professores
registros
Resumé en portugais
O trabalho analisa os registros escritos produzidos por quatro professoras que atuavam com dois grupos de crianças de 2 a 3 anos em um Centro de Educação Infantil da rede municipal de educação da cidade de São Paulo e que participavam de um processo de formação continuada realizado por uma organização não-governamental ao longo de dois anos. A análise dos registros dos dois grupos apontou que a maioria das atividades mencionadas é realizada coletivamente, ou seja, a mesma proposta é oferecida para todas as crianças, ao mesmo tempo, o que sugere que as crianças têm longo período de espera. Os registros mostraram que o trabalho com as sequências de leitura proposto pelo projeto de formação trouxe um diferencial à rotina das crianças, que passaram a escutar histórias lidas todos os dias e um repertório de enredos, imagens e personagens passou a fazer parte do cotidiano dos dois agrupamentos. Os dados apreendidos dos registros revelaram uma ausência de conhecimentos sobre a natureza do papel de professor de crianças pequenas. Muitas de suas formas de agir são emprestadas do ensino fundamental. A sequência dos registros, porém, revela que as professoras passaram a considerar cada vez mais o ponto de vista das crianças. A análise feita apontou que os registros diários das práticas pelas professoras podem ser instrumentos estruturantes do trabalho por elas realizado, e que devem ser incorporados na prática dos coordenadores pedagógicos responsáveis pela formação continuada das equipes nas unidades.
 
Titre en anglais
Writing about ones own pedagogic practice: challenges in the formation of professionals teaching children aged 0-3
Mots-clés en anglais
a programme for young childrens education
continuous formation for teachers
keeping written records
pre-nursery school
teaching children aged 0-3
Resumé en anglais
The present dissertation aims to analyze the written records produced by four teachers in charge of two groups of children aged between 0-3 at a school which belongs to São Paulos City Council network. For a period of two years these teachers underwent a process of continuous formation by a non-governamental organization of Education for Teachers. The analyses of the records regarding both groups showed that most of the activities mentioned by the teachers were carried out in a collective way; in other words, the same task was proposed to all the children at the same time, which indicates that the latter were kept waiting for long periods of time. The records reveal that the work done on reading sequences as proposed in the teachers Training Course provided the childrens life at school with a distinguishing new element: they were given the opportunity to listen to stories which were read to them each and every day so that both groups were able to include in their daily routine a repertoire of plots, characters and images. However, the data collected from the teachers written material revealed their unawareness of important forms of knowledge regarding the nature of their role in teaching very young children. It was found that these teachers employed the kind of actions typically used at Elementary or Grade School. Nonetheless, the analysis of the sequence of their written records makes it clear that these teachers increasingly came to take into account the childrens point-of-view. The conclusion that can be drawn from the careful analysis of daily written records of their teaching is that they constitute a structuring element in the work carried out and should, therefore, be incorporated into the practice of school coordinators, responsible for the continuous training of their teams.
 
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Date de Publication
2009-11-18
 
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