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A implementação de novos modelos pedagógicos na educação infantil : perspectiva dos professores e gestores das instituições escolares
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Abstract(s)
A presente pesquisa faz um estudo exploratório em dois Centros Municipais de Educação Infantil de Ji-Paraná, no estado de Rondônia. O objetivo geral deste estudo é analisar e compreender como ocorreu a organização das escolas para implementar modelos novos na educação infantil e verificar quais os principais desafios encontrados pelos gestores e professores neste processo, bem como identificar as estratégias utilizadas, para efetivação de uma proposta pedagógica sócio interacionista. Segundo as orientações de diversos autores o professor precisa aprimorar seus conhecimentos por meio de novos conceitos promovendo uma proposta de ensino e aprendizagem focada na criança. A metodologia de investigação utilizada foi uma abordagem qualitativa, realizada em duas escolas públicas de educação Infantil de Ji-Paraná. As técnicas utilizadas abrangeram análise de documentos, entrevista semiestruturada com as gestoras escolares, professores e funcionárias da secretaria municipal de educação e um questionário fechado somente com os professores. Os resultados mostram que nestas escolas apesar dos desafios encontradas para efetivação da abordagem construtivista sócio interacionista, os avanços ocorridos na prática pedagógica do professor têm possibilitado um ensino significativo e de qualidade. Como conclusões principais, recomenda-se mais trocas de experiências entre os professores e gestores das escolas infantis como forma possibilitar a socialização das práticas pedagógicas e estratégias utilizadas em sala de aula.
This present research is an exploratory study in two Municipal Centers of Early Childhood Education in Ji-Paraná, in the state of Rondônia. The general objective of this study is to analyze and understand how the organization of schools occurred to implement new models in childhood education and to verify the main challenges encountered by managers and teachers in this process, as well as identify the strategies used to effectuate a socio-interactionist pedagogical proposal. According to the guidelines of several authors, the teacher needs to improve his knowledge through new concepts promoting a teaching and learning proposal focused on the child. The research methodology used was a qualitative approach, carried out in two public schools of childhood education in Ji-Paraná. The techniques used included document analysis, semi-structured interviews with the school administrators, teachers and employees of the municipal education department and a closed questionnaire with the teachers only. The results show that in these schools, in spite of the challenges encountered for the effective implementation of the constructivist socio-interactionist approach, the advances made in the pedagogical practice of the teacher have made possible a significant and qualified teaching. As main conclusions, it is recommended more exchanges of experiences between the teachers and managers of the childhood schools as a way of making possible the socialization of the pedagogical practices and strategies used in the classroom.
This present research is an exploratory study in two Municipal Centers of Early Childhood Education in Ji-Paraná, in the state of Rondônia. The general objective of this study is to analyze and understand how the organization of schools occurred to implement new models in childhood education and to verify the main challenges encountered by managers and teachers in this process, as well as identify the strategies used to effectuate a socio-interactionist pedagogical proposal. According to the guidelines of several authors, the teacher needs to improve his knowledge through new concepts promoting a teaching and learning proposal focused on the child. The research methodology used was a qualitative approach, carried out in two public schools of childhood education in Ji-Paraná. The techniques used included document analysis, semi-structured interviews with the school administrators, teachers and employees of the municipal education department and a closed questionnaire with the teachers only. The results show that in these schools, in spite of the challenges encountered for the effective implementation of the constructivist socio-interactionist approach, the advances made in the pedagogical practice of the teacher have made possible a significant and qualified teaching. As main conclusions, it is recommended more exchanges of experiences between the teachers and managers of the childhood schools as a way of making possible the socialization of the pedagogical practices and strategies used in the classroom.
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Keywords
Educação pré-primária Organização escolar Professores Gestores Construtivismo Aprendizagem Estudo de casos Brasil Constructivism, socio-interactionis Childhood education Teachers
Citation
Sena, Dalila Maîte Rosa - A implementação de novos modelos pedagógicos na educação infantil [Em linha]: perspectiva dos professores e gestores das instituições escolares. Rondônia: [s.n.], 2017. 93 p.