A educação infantil como um direito social da criança : uma análise sobre a prática docente a partir da implementação das Diretrizes Curriculares Nacionais para a Educação Infantil no município de Sinop-MT
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Data
2019-02-27
Autores
Ferreira, Sandra da Conceição Donato
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Universidade Federal de Mato Grosso
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This work was developed in the Postgraduate Program in Education (PPGEdu) of the Institute
of Human and Social Sciences (ICHS) of the Federal University of Mato Grosso - University
Campus of Rondonópolis (UFMT / CUR). What moves us, in this research, is to reflect if there
were changes in teaching practices from the process of implementation of the National
Curriculum Guidelines for Early Childhood Education (DCNEI), at municipal level (2012-
2018), in Sinop, Mato Grosso. The municipality has been implementing a municipal policy that
seeks to establish a relationship between theory and practice in the work carried out, which
requires a critical reflection. The general objective of this research is to investigate if there was
any change in teaching practices from the DCNEI implementation process (BRASIL, 2010) at
the municipal level. The specific objectives are: To analyze how the Municipal Directive
contemplates the DCNEI (2010); To understand how the Municipal Direction has contributed
to the implementation of pedagogical proposals in the daily life of the institutions of Early
Childhood Education; To investigate the knowledge and understanding that the collective of
professionals has about pedagogical proposal and teaching practice; Propose, from the analyzed
result, along with the people participating in the research, suggestions for improvement for the
teaching-learning process with public administration of the municipality. The interest in this
topic has origin from my work in the coordination of the municipal network of Early Childhood
Education, where a work was carried out in the municipality in partnership with the Ministry
of Education (MEC), on the Pedagogical Political Plan / Pedagogical Policy Proposal (PPPM)
or Municipal Guideline for Early Childhood Education. This research is of Communicative
Research, an approach developed by the Special Center for Research on Theories and Practices
Overcoming Inequalities (CREA) - University of Barcelona (UB / ES) and whose theoretical
basis is the studies of Jürgen Habermas and Paulo Freire. This type of research seeks to break
with the roles of division between the researcher and the research participants, being a joint and
humane construction of the whole process, which allows both reflection and analysis of the
information collected, setting up a transformation result of the situation investigated. We
consider the final analyzes relevant to the research, since the themes presented show that there
are advances. However, some particularities regarding the work that is proposed for the
Curricular Guidelines, regarding the pedagogical practice, that is, in the integration of curricular
contents, aiming at the learning teaching process with the play. The data show that the group of
teachers performs their classes in different ways, but there is still a lack of understanding
regarding the proposal of the DCNEI, which focus on the child, for the formation of critical
citizens, and is therefore not a proposal that thinks and defines the teacher as the center of the
teaching and learning process. Studies are needed to conduct this process - which is as complex
as possible and necessary - in order to understand what the role of the teacher is not only in the
school, but in today's society. Therefore, a dialogue must become urgent for the transformation
to take place, the political engagement of struggle has to be permanent, if the teacher is not part
of this process, there is no commitment. Thereby, we agree with Freire (2015) that we must
take a stand in front of our social responsibility, to participate in the transformation process of
the school, knowing the importance of teaching and learning in a harmonious, respectful and
committed way through educational practices that promote the equality, since the good result
of the learning takes place in the relations contained in the act of teaching and in the
commitment to the learning.
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FERREIRA, Sandra da Conceição Donato. A educação infantil como um direito social da criança: uma análise sobre a prática docente a partir da implementação das Diretrizes Curriculares Nacionais para a Educação Infantil no município de Sinop-MT. 2019. 154 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2019.