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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2022.tde-17112022-123335
Document
Author
Full name
Renata Ferrari Pietropaolo
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2022
Supervisor
Committee
Pietri, Emerson de (President)
Domingues, Chirley
Silva, Hilda Aparecida Linhares da
Title in Portuguese
A literatura na educação infantil paulistana: discursos e representações sociais
Keywords in Portuguese
Educação infantil
Literatura
Saberes docentes
Abstract in Portuguese
A educação infantil paulistana é singular já em sua origem: um projeto da secretaria de cultura na gestão Mario de Andrade, voltado para crianças filhas de operários, que tinha como ponto central a literatura em suas variadas formas, a cultura popular, as artes e o esporte. Daquele momento para hoje, muita coisa se transformou na cidade de São Paulo e no país. O Brasil passou por momentos políticos diversos, com diferentes concepções de educação para a infância, as quais produziram efeitos sobre as proposições curriculares voltadas para esse nível de escolarização. Como propõe Arroyo (2013), as disputas curriculares refletem as disputas políticas, sociais, de Estado e econômicas de um determinado tempo e de uma determinada sociedade. Assim, diferentes documentos de referência curricular para a Educação Infantil foram publicados no país: em âmbito nacional, houve a publicação da LDB no ano de 1996; a publicação do Referencial Curricular Nacional para a Educação Infantil, em 1998, e, mais recentemente, a Base Curricular Nacional. Embora a documentação produzida com objetivos de orientação curricular tenha o objetivo de referenciar a prática docente e funcione como um dispositivo de divulgação de concepções teóricas e metodológicas, sua apropriação docente se realiza no interior da cultura escolar com sua heterogeneidade, complexidade e diversidade. Professores formados em momentos diversos, que adentram a educação infantil em distintos períodos, estabelecem vínculos e dão vozes e corpos às concepções teóricas e metodológicas, bem como a proposições de práticas a serem desenvolvidas, a partir de suas visões e de seus entendimentos. Num olhar discursivo ancorado na teoria bakhtiniana, considera-se nesta pesquisa que a cultura escolar e as práticas docentes são constituídas por muitas vozes, num jogo social, como observado por Chartier (2002), em que esses discursos se constroem de maneira interdependente. Referenciando-se na proposta de Chartier (2002), este estudo se propõe à compreensão das formas e dos motivos (p.19) com base nos quais os professores da educação infantil afirmam fundamentar o trabalho que realizam com a literatura nessa etapa da vida escolar. Assim, a análise dos discursos de professores de educação infantil da rede municipal de São Paulo foi realizada com o objetivo de conhecer as concepções que fundamentam a prática docente quando se trabalha com a literatura na educação infantil. Os resultados evidenciam as tensões e acomodações que se operam nos processos de apropriação de concepções teóricas e metodológicas em circulação na cultura escolar e seus efeitos na prática docente com a literatura na educação infantil paulistana.
Title in English
Literature in São Paulos childhood schools: speech and social representations
Keywords in English
Early Childhood Education
Literature
Teachers Knowledge
Abstract in English
Early childhood education in São Paulo is unique in its origins: a project by the secretary of culture in the Mario de Andrade administration, aimed at children of workers and that had as central point literature in its various forms, popular culture, arts and sport. From that moment to today, a lot has changed in the city of São Paulo and in the country. Brazil has gone through different political moments, with different conceptions of early childhood education, which have produced effects on the curricular propositions aimed at this level of schooling. As proposed by Arroyo (2013), curriculum disputes reflect the political, social, state and economic disputes of a given time and a given society. Thus, different documents of curricular reference for Early Childhood Education have been published in the country: nationally, there was the publication of the LDB (official national education law) in 1996; the publication of the National Curricular Reference for Early Childhood Education, in 1998, and, more recently, the National Curricular Base. Although the documentation produced with the purpose of curriculum guidance has the objective of referencing the teaching practice and works as a device for the diffusion of theoretical and methodological conceptions, its appropriation by the teachers takes place within the school culture with its heterogeneity, complexity, and diversity. Teachers graduated at different times, who enter early childhood education at different periods, establish links and give voices and bodies to the theoretical and methodological conceptions, as well as to the propositions of practices to be developed, based on their visions and understandings. In a discursive look anchored in Bakhtinian theory, this research considers that school culture and teaching practices are constituted by many voices, in a social game, as observed by Chartier (2002), in which these discourses are built interdependently. Referring to Chartier's (2002) proposal, this study aims to understand the ways and reasons, bases on which early childhood education teachers claim to support the work they carry out with literature at this stage of school life. Thus, the analysis of the speeches of early childhood education teachers from São Paulos city public education network was carried out with the objective of knowing the conceptions that underlie the teaching practice when working with literature in early childhood education. The results show the tensions and accommodations that operate in the processes of appropriation of theoretical and methodological conceptions in circulation in school culture and their effects on Literature teaching practice in São Paulo's early childhood education.
 
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Publishing Date
2022-11-17
 
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