Educação Infantil e desenvolvimento: concepções de docentes de creches
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Tipo
Artigos
Classficação
Nível teórico
Data
2023
Título do Períodico
Horizontes
ISSN
2317-109X
Página(s)/e-location
e023004
Idioma(s)
pt
Fonte
Itatiba
41
1
41
1
Fonte
Coleções
Resumo
O texto analisa concepções de docentes de creches sobre o papel da Educação Infantil no desenvolvimento. A pesquisa foi realizada com nove professoras de duas escolas municipais de Porto Velho, Rondônia, que foram ouvidas por meio de entrevistas semiestruturadas. Os resultados, analisados à luz do referencial histórico-cultural, indicam que essas docentes concebem a Educação Infantil como base da escolarização e da preparação para o Ensino Fundamental, contudo, o processo de escolarização não é visto como promotor de aprendizagens fundamentais para o desenvolvimento. Conclui-se que são necessários investimentos na formação inicial e continuada de professores, com referenciais teóricos que forneçam subsídios para a atuação intencional e sistemática na atividade pedagógica.
The text analyzes the concepts of nursery school teachers about the role of childhood education in development. The research was conducted with nine teachers from two city schools in Porto Velho, Rondônia, who were interviewed using semi-structured interviews. The results were analyzed in accordance with the cultural-historical principles and indicate that these teachers understand childhood education as the basis for schooling and preparation for elementary school; however, the schooling process is not seen to promote learning that is fundamental for development. It was concluded that investments are needed in the initial and continuing education of teachers, with theoretical references that provide subsidies for the intentional and systematic performance in pedagogical activity.
The text analyzes the concepts of nursery school teachers about the role of childhood education in development. The research was conducted with nine teachers from two city schools in Porto Velho, Rondônia, who were interviewed using semi-structured interviews. The results were analyzed in accordance with the cultural-historical principles and indicate that these teachers understand childhood education as the basis for schooling and preparation for elementary school; however, the schooling process is not seen to promote learning that is fundamental for development. It was concluded that investments are needed in the initial and continuing education of teachers, with theoretical references that provide subsidies for the intentional and systematic performance in pedagogical activity.
Descrição
Palavras-chave
Educação infantil, Psicologia histórico-cultural, Desenvolvimento humano, Early childhood education, Cultural-historical psychology, Human development
Citação
RODRIGUES, Thabata Milane Santos; ZIBETTI, Marli Lúcia Tonatto; MIRANDA, Patrícia Ferreira. Educação Infantil e desenvolvimento: concepções de docentes de creches. Horizontes, p. e023004. 2023. https://doi.org/10.24933/horizontes.v41i1.1365. Disponível em: https://revistahorizontes.usf.edu.br/horizontes/article/view/1365. Acesso em: 2024-08-27