Name: VANESSA GUIMARÃES ALVES
Publication date: 05/07/2018
Advisor:
Name |
Role |
|---|---|
| ANDRÉ DA SILVA MELLO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| AMARÍLIO FERREIRA NETO | Internal Examiner * |
| ANDRÉ DA SILVA MELLO | Advisor * |
| KEZIA RODRIGUES NUNES | External Examiner * |
Summary: The general objective of this study is to identify and analyze, through the pedagogical practices undertaken with Physical Education, the tensions, challenges, approximations and distances of the curricular dynamics lived in the daily life of an institution of Early Childhood Education with the national and local curricular prescriptions for this stage of Basic Education. The specific objectives are: 1) To demonstrate and foster different ways of considering the protagonism and experiences of children in the processes of curriculum production. 2) Undertake and enhance the collaborative relationships in the training processes of the subjects involved in the CMEI curricular dynamics. 3) Identify challenges and possibilities of interlocution between the different subjects and languages that compose the daily life of the CMEI; In order to achieve the proposed objectives we use Collaborative Research-Action, for its propositional and transformative character, so that, practice and reflection, research and formation are feedback, allowing a process of reconfiguration of pedagogical practice. In the production of data, we use the following procedures: a) Participant observation, with recording in field diary; b) Semi-structured interviews with adults; c) statements; d) Oral and textual narratives; e) Images: photos and videos; f) Audios: voice recording; g) Children's drawings; h) Social Networks. The process of discussion and analysis of the data is part of the narrative of the experiences of Physical Education, in the chronological order of the events that took place in the CMEI, and interacts with the theoretical presuppositions and with the prescribed curriculum that base this dissertation, triangulating the data so that , the stages of the spiral: action, observation, reflection and new action, are integrated. Directing the focus to pedagogical practices, we show a repertoire of possibilities of learning experiences as potential amidst the challenges and tensions, inviting everyone to occupy this place to play, which is not fixed as a map, but fluid as a course. The analyzed data point the transformation of a curricular dynamics with isolated practices for a formative process of understanding and valorization of integrated pedagogical practices. It was in the daily exercise of recognizing the child as a centrality in curricular processes that the Physical Education of the CMEI Ana Maria Chaves Colares bet on the intra and interinstitutional collaborative relationships of initial and continuing teacher training with the different subjects, as well as exercised the mediation role for materialize a networked curriculum in Early Childhood Education.
Keywords: Childhood. Daily. Pedagogical practices. Curriculum. Teacher training.
