O movimento na educação infantil: olhares sobre a prática pedagógica de uma professora
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Data
2020-12
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Silva, Jacqueline Silva da
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Esta dissertação, que trata do movimento na Educação Infantil, tem como objetivo investigar a prática pedagógica relacionada ao movimento desenvolvida por uma professora pedagoga atuante na Educação Infantil. O estudo foi realizado com uma docente que atua em um Centro Municipal de Educação Infantil de Itapema/SC, por meio da observação e análise sobre como o ensino do movimento se concretiza em sua prática docente. A pesquisa aproxima-se de pressupostos do estudo de caso, visto que investiga um recorte da realidade da Educação Infantil. Os dados foram produzidos por meio dos seguintes instrumentos: entrevistas semiestruturadas, planejamento da docente, gravações dos encontros on-line da professora com as crianças e registros no diário reflexivo produzido pela professora. Para a análise dos dados, buscou-seumaaproximação com a técnicada Análise deConteúdo,proposta por Bardin (2012). Os dados coletados foram organizados em duas categorias, uma relacionada à prática pedagógica da docente, e outra voltada a seu planejamento. A pesquisa revelou, primeiramente, que o ensino do movimento não se restringe às aulas de Educação Física, uma vez que, na Educação infantil, praticamente todas as ações giram em torno do movimento do corpo. Este estudo também demonstrou diferentes modos de trabalhar com o movimento corporal nessa etapa, abrindo possibilidades de refletir sobre o planejamento para e com as crianças, por meio do olhar atento e da escuta sensível do docente. Além disso, evidenciou-se o protagonismo infantil nas ações voltadas ao movimento. Por fim, este trabalho pode inspirarprofessores de Educação Infantil acriarem possibilidades diversasde ensino relacionadas ao movimento.
This dissertation, which investigates the movement in Early Childhood Education, aims to investigate the pedagogical practice related to the movement developed by a pedagogical teacher working in Early Childhood Education. The study was carried out with a teacher who works at a Municipal Center for Early Childhood Education in Itapema / SC, through observation and analysis of how the movement's teaching materializes in its teaching practice. The research comes close to the assumptions of the case study, as it investigates an outline of the reality of Early Childhood Education. Data were produced using the following instruments: semi-structured interviews, teacher planning, recordings of the teacher's online meetings with the children andrecords in thereflective diary produced by the teacher. For data analysis, an approximation with the Content Analysis technique, proposed by Bardin (2012), was sought. The data collected were organized into two categories, one related to the teaching practice of the teacher, and the other focusedon planning.Theresearch revealed, first, that the teaching of movement is not restricted to Physical Education classes, since, in early childhood education, practically all actions revolve around the movement of the body. This study also demonstrated different ways of working with body movement at this stage, opening up possibilities to reflect on planning for and with children, through the attentive eye and sensitive listening of the teacher. In addition, children's protagonism in actions aimed at the movement was evidenced. Finally, this work can inspire early childhood teachers to create diverse teaching possibilities related to the movement.
This dissertation, which investigates the movement in Early Childhood Education, aims to investigate the pedagogical practice related to the movement developed by a pedagogical teacher working in Early Childhood Education. The study was carried out with a teacher who works at a Municipal Center for Early Childhood Education in Itapema / SC, through observation and analysis of how the movement's teaching materializes in its teaching practice. The research comes close to the assumptions of the case study, as it investigates an outline of the reality of Early Childhood Education. Data were produced using the following instruments: semi-structured interviews, teacher planning, recordings of the teacher's online meetings with the children andrecords in thereflective diary produced by the teacher. For data analysis, an approximation with the Content Analysis technique, proposed by Bardin (2012), was sought. The data collected were organized into two categories, one related to the teaching practice of the teacher, and the other focusedon planning.Theresearch revealed, first, that the teaching of movement is not restricted to Physical Education classes, since, in early childhood education, practically all actions revolve around the movement of the body. This study also demonstrated different ways of working with body movement at this stage, opening up possibilities to reflect on planning for and with children, through the attentive eye and sensitive listening of the teacher. In addition, children's protagonism in actions aimed at the movement was evidenced. Finally, this work can inspire early childhood teachers to create diverse teaching possibilities related to the movement.
Descrição
Palavras-chave
Educação Infantil; Prática Pedagógica; Movimento; Ensino; Early Childhood Education; Movement; Pedagogical Practice; Teaching
Citação
LIMA, Leticia Beatriz Birck. O movimento na educação infantil: olhares sobre a prática pedagógica de uma professora. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 09 dez. 2020. Disponível em: http://hdl.handle.net/10737/2988.