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Item A televisão na educação infantil: usos, funções e interações na rede municipal de ensino de Aparecida de Goiânia/GO(Universidade Federal de Goiás, 2016-09-30) Costa, Letícia Borges da; Alves, Nancy Nonato de Lima; http://lattes.cnpq.br/2409020302695460; Alves, Nancy Nonato de Lima; http://lattes.cnpq.br/2409020302695460; Barbosa, Ivone Garcia; Real, Natássia Duarte Garcia Leite de Oliveira Côrte; Silveira, Telma Aparecida Teles MartinsThe Present dissertation, entitled "Television in children's education: uses, functions and interactions in Aparecida de Goiânia (GO) Municipal Education Network" is attached to the Research line "Formation, Teacher Professionalization and Educational Work" of the Program for Postgraduate in Education of the Faculty of Education, Federal University of Goiás (FE / UFG). It is a subproject of the major project "Public Policy and Children Education in Goias: history, conceptions, projects and practices", developed by the research and study center of Childhood and its Education in different contexts (NEPIEC / FE / UFG), coordinated by the Professor Dra. Ivone Garcia Barbosa. This study theme is a significant problematic for children education field, since there is a constant presence of television in children´s daily life, including the educational institutions. Considering this reality, we aim to understand the role that television has in early childhood education institutions and the possible interactions established in the moments in which this feature is being used. Based in Socio-historical and dialectical materialism, we performed a theoretical and empirical research with children, teachers and managers of Early Childhood Education of Aparecida de Goiânia city (GO), our investigation locus. Methodological resources used include questionnaires, observations, photographic and diary records, use of recorder and conversations with the research subject participants. We conclude that television is A very present feature in Early Childhood Education Institutions, being used with different functions to assist different moments of pedagogical practice. We also identified that different interactions are established while using the TV, being among Child / Child; Child / adult; Child / environment and child / TV. We consider that all elements that are part of the environments influence in children actions and ways of participating in these moments. We assume that the use of television in the institutions mustn´t be restricted to a simple feature which assists the teaching practice, but that improves the children cultural formation. We highlight the need for a cultural formation among professionals in this stage of basic education.Item “1, 2, feijão com arroz...”: o conhecimento matemático na educação infantil(Universidade Federal de Goiás, 2017-08-28) Gomes, Joana D’Arc dos Santos; Alves, Nancy Nonato de Lima; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708302A5; Alves, Nancy Nonato de Lima; Barbosa, Ivone Garcia; Soares, Marcos Antônio; Silveira, Telma Aparecida Teles MartinsThe present research, entitled "1, 2, beans and rice ...": the mathematical knowledge in Infantile Education, is linked to the research line "Training, Teaching Professionalization and Educational Work", of the Graduate Program in Education, Faculty of Education of the Federal University of Goiás (FE/UFG). It also includes the project "Public Policies and Education of Children in Goiás: history, conceptions, projects and practices", developed by the Center for Studies and Research of Childhood and its Education in Different Contexts (Nepiec) of FE/UFG. It was understood that mathematics is a human and cultural production present in the life of children since its birth and also in the institutions of Infantile Education, which are configured as a privileged locus of human formation, enabling the insertion of children in culture through scientific instruments and knowledge. Based on these premises, the way mathematical knowledge is present in Infantile Education was investigated, in order to understand the conceptions around this knowledge, and the situations in which it is approached in the institutions. Based on historical-dialectical materialism, a theoretical and empirical research was carried out involving teachers, educational agents and children of the municipal education network of Senador Canedo/GO. For the empirical realization of the research, different methodological procedures were used, such as: questionnaires, observations, dialogues, records in photographic field journals and with recorders. It was observed that mathematics is present in the institutions of Infantile Education in various situations, passing through pedagogical practice, through the actions and interactions of children and teachers. However, it was considered that these situations did not involve children in significant moments of mathematical learning, limiting them to everyday experiences and actions with mathematics. It was understood that situations with mathematical knowledge in Infantile need to enable children to understand the relationships, uses and social functions of this knowledge, expanding and systematizing it. In this sense, mathematical knowledge, in the pedagogical practice of the first stage of Basic Education, must go beyond everyday experiences and contacts, considering that, limited to this, it can lead the child to the instrumental and utilitarian knowledge of mathematics. Thus, it is fundamental to involve children in situations that lead them to reflect theoretically on mathematics, so that they can form concepts.Item A linguagem escrita na educação infantil: orientações, concepções e perspectivas(Universidade Federal de Goiás, 2016-09-30) Silva, Aline Araújo Caixeta da; Alves, Nancy Nonato de Lima; http://lattes.cnpq.br/2409020302695460; Alves, Nancy Nonato de Lima; http://lattes.cnpq.br/2409020302695460; Barbosa, Ivone Garcia; Silveira, Telma Aparecida Teles MartinsCette étude est un sous-projets de la recherche dénommée « Politiques publiques et l'éducation des enfants de Goiás: histoire, conceptions, projets et pratiques », du Centre d'études et de recherches de l'enfance et son éducation dans différents contextes (NEPIEC). Cette recherche est liés à la ligne d‟étude « Formations, Professionnalisation des enseignants et Travail éducatif », du Programme Post-universitaire d‟éducation, de la Faculté d'éducation, de l‟Université Fédérale de Goiás. L‟objectif principal de ce mémoire est de comprendre la place de la langue écrite dans l'éducation des enfants. Cet objectif se déroule sur des objectifs précis: diagnostiquer ce que le débat théorique présente dans les productions académiques sur l'enseignement et l'apprentissage du langage écrit dans l‟éducation des enfants et identifier les conceptions d'écriture des concepts et les lignes directrices qui régissent l‟organisation du travail pédagogique avec ce langage, dans le contexte national et local, pour l'analyse des documents officiels : la législation, les publications des organes de gestion de l'éducation et le projet pédagogique politique des institutions qui servent l'éducation des enfants. Ainsi, nous utilisons les stratégies méthodologiques de l'analyse bibliographique, de documents et empirique. Le matérialisme historique et dialectique est notre l‟apport théorique, utilisée comme méthode de recherche et d'analyse, dans la perspective sociohistorique-dialectique. D'après la revue de la littérature, nous avons réalisé que la discussion théorique sur le langage écrit dans l‟éducation des enfants montre une prédominance des principes d'alphabétisation comme guide pour les pratiques éducatives. Après avoir examiné les documents nationaux et municipaux officiels (législation, publications des organes de gestion de l'éducation et les projets politiques pédagogiques des institutions qui servent l‟éducation des enfants), nous pouvons dire que ce travail est présent dans l'éducation préscolaire. Seulement souligner que cela ne devrait pas être considéré pour mouler l'école primaire, nous devons tenir compte des spécificités de l'éducation de la petite enfance. Sur la recherche empirique, nous administrons un questionnaire aux équipes de gestion des institutions participant de Aparecida de Goiânia – GO. Nous faisons une cartographie de l'éducation des enfants municipalité. Pour finaliser, nous pouvons conclure que c‟est une nécessité de comprendre l'écriture, comme instrument culturel complexe, un système spécial de symboles et de signes qui provoquent des sauts dans le développement de l'enfant. En ce sens, le défi de l'éducation de jeune enfants est de construire un processus éducatif à considérer dialectiquement, les besoins et les caractéristiques de l'enfance, permettant aux enfants l'appropriation des instruments et des signes qui constituent la production historique de l'humanité, que le langage écrit fait partie.Item A formação inicial de professores em cursos de pedagogia em Goiás: contribuições para a educação infantil(Universidade Federal de Goiás, 2017-10-16) Silva, Kátia Braga Arruda; Silveira, Telma Aparecida Teles Martins; http://lattes.cnpq.br/9839973034762015; Alves, Nancy Nonato de Lima; http://lattes.cnpq.br/2409020302695460; Alves, Nancy Nonato de Lima; Silveira, Telma Aparecida Teles Martins; Barbosa, Ivone Garcia; Silva, Kátia Augusta Curado Pinheiro Cordeiro daThe present master's research compiles one of several studies under development that integrate the project "Public policies and education of childhood in Goiás: history, conceptions, projects and practices", carried out by the Nucleus of Studies and Research of Childhood and its Education in Different Contexts (Nepiec) of the Faculty of Education of the Federal University of Goiás and linked to the research line, Training, Teaching Professionalization and Educational Practices of the Graduation Program in Education of the Faculty of Education of the Federal University of Goiás. The initial idea that guides our analysis is that graduation, specifically the degree course in Pedagogy is the locus of training suitable for the initial training of teachers for early childhood education and early years of elementary education, although the activities of teachers with initial training in courses offered at the intermediate level in the normal modality are still allowed in the Law of Directives and Bases of Education (LDB) 9.394 / 96. The central question of the research is: which and how the disciplines listed in the curricular matrices of the courses of Pedagogy of the State of Goiás highlight the approach given to the formative knowledge for teachers of early childhood education? This questioning is anchored in our general objective of analyzing the proposals of initial teacher education for children in the curricular matrices of the Pedagogy courses offered in the State of Goiás. We propose as a reference of research analysis the socio- historical-dialectical method, our investigation comprises the object studied in movement and, therefore, in constant transformation. For this work, a bibliographical review of studies and research productions was carried out at the thesis and dissertation bank of the Coordination for the Improvement of Higher Education Personnel (Capes). This survey was carried out in the years 2006 to 2016. Taking into account this same period, another survey was carried out from the work of the Working Group 07 Education of children from 0 to 6 years and in the Working Group 08 Teacher training, presented in the National Association of Postgraduate and Research in Education (Anped). This survey is justified because this is the Brazilian scientific event with major relevance in the field of education. Also, we consider the studies developed by Nepiec, which deal with teacher training, also considering the years 2006 to 2016. Subsequently, we performed the documentary research in the curricular matrices of the Pedagogy courses in the State of Goiás. Finally, we present the analysis of the syllabuses of the disciplines found in the curricular matrices that propose the formation for the infantile education. Based on the research carried out in the curricular matrices of the Pedagogy courses, we could see the presence of disciplines that propose such training in all the Institutions of Higher Education (IHE or IES in Portuguese) analyzed; and we also identified the existence of a great diversity in both the number of subjects offered and the number of hours offered. This information indicates that public institutions present greater training opportunities for future teachers of early childhood education, precisely because they are spaces which also have better training conditions. In this way, we understand that in addition to providing access to higher education, the initial upper-level training of all primary school teachers is provided under appropriate conditions, supporting the development of values, attitudes, skills and knowledge of future teachers; and, based on theoretical foundations, making it possible to construct their knowledge, practices and their identity.