De figuras que invento: movimentos de professores no currículo da Educação Infantil
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Data
2016-09
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Orientador
Munhoz, Angélica Vier
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Resumo
A presente dissertação tem por objetivo pensar algumas práticas educacionais de professores no currículo da Educação Infantil, tomando como problema de pesquisa a seguinte questão: de que modos diferentes figuras de professor podem movimentar-se na produção do currículo da Educação Infantil? Trata-se de uma pesquisa cartográfica, orientada pelas pistas que surgiram ao longo do processo de investigação e aproximações de autores como Gilles Deleuze, Félix Guattari, Michel Foucault e alguns de seus comentadores. Inicialmente, busca-se compreender e tensionar a produção do pensamento curricular no decorrer do tempo. Ao longo da investigação, inventam-se cinco figuras para pensar os movimentos das professoras que colaboraram com esta pesquisa: turista, rachadora, transbordante, devoradora e habitante. As figuras são ativas em si mesmas, e não simples produtos de relações ou conjuntos identitários; são, antes, brechas de produções discursivas que constituem cotidianamente as práticas pedagógicas. A partir da criação de tais figuras, busca-se dobrar identidades e representações, bem como percorrer movimentos e devires das professoras participantes desta pesquisa, em meio ao currículo da Educação Infantil.
This dissertation aims to think about some teachers’ educational practices regarding Children Education curriculum. The following question has been taken as research problem: How can different teacher images move in the production of the Children Education curriculum? This cartographic research has been guided by clues that appeared along the investigation process and approximations to authors such as Gilles Deleuze, Felix Guattari, Michel Foucault and some of their commentators. There is an initial attempt to understand and problematize the production of thought about curriculum over time. Along the investigation, five images were devised to reflect on the steps taken by the teachers participating in this research: tourist, breaker, overflowing, ravenous, and inhabitant. These images are active by themselves, rather than just products of relationships or identity groups; they are breaches of discursive productions that usually constitute the pedagogical practices. From the creation of such images, I aimed at unfolding identities and representations, as well as addressing the participants’ movements and their becoming in the Children Education curriculum.
This dissertation aims to think about some teachers’ educational practices regarding Children Education curriculum. The following question has been taken as research problem: How can different teacher images move in the production of the Children Education curriculum? This cartographic research has been guided by clues that appeared along the investigation process and approximations to authors such as Gilles Deleuze, Felix Guattari, Michel Foucault and some of their commentators. There is an initial attempt to understand and problematize the production of thought about curriculum over time. Along the investigation, five images were devised to reflect on the steps taken by the teachers participating in this research: tourist, breaker, overflowing, ravenous, and inhabitant. These images are active by themselves, rather than just products of relationships or identity groups; they are breaches of discursive productions that usually constitute the pedagogical practices. From the creation of such images, I aimed at unfolding identities and representations, as well as addressing the participants’ movements and their becoming in the Children Education curriculum.
Descrição
Palavras-chave
Professores; Currículo; Educação Infantil
Citação
FREITAS, Francine Nara De. De figuras que invento: movimentos de professores no currículo da Educação Infantil. 2016. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 01 mar. 2016. Disponível em: http://hdl.handle.net/10737/1105.