A escuta da voz das crianças: possibilidade que potencializa a prática pedagógica de educadores na educação infantil
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Data
2021-11
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Silva, Jacqueline Silva Da
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Resumo
A presente dissertação aborda a temática da escuta da voz das crianças na Educação Infantil. Os escritos deste estudo estão pautados em autores italianos como Malaguzzi (2016), Rinaldi (1999, 2012, 2014, 2016), Fortunati (2009, 2014), Vecchi (2017) e brasileiros, como Friedmann (2021), Freire (2019), Silva (2011), entre outros. Compreende-se que a escuta da voz das crianças é uma condição para a docência na Educação Infantil, pois possibilita criar ações educativas que oportunizam uma abertura de aproximação e conexão com as crianças. Partindo do pressuposto de que a escuta da voz das crianças possibilita a garantia de seus direitos e exercendo também o respeito a elas e às suas infâncias, a pesquisa teve como objetivo investigar como a escuta da voz das crianças é levada em consideração nas práticas pedagógicas de uma educadora da Educação Infantil. O estudo foi realizado junto a uma educadora de Educação Infantil, atuante com crianças da faixa etária de quatro a cinco anos de idade, em uma Escola de Educação Infantil da rede municipal de ensino do município de Capitão/RS. A pesquisa, de abordagem qualitativa, do tipo documental, fazendo uma aproximação com a pesquisa-ação, visa apresentar a obtenção de dados extraídos do campo de pesquisa, de modo virtualizado, que propiciou conhecer, analisar e refletir sobre as estratégias de ensino utilizadas por essa educadora da Educação Infantil e o modo como ela deu visibilidade à escuta da voz das crianças em sua prática pedagógica junto a uma turma de Pré-Escola Nível B. Como instrumentos para a coleta das informações, utilizaram-se Fotografias, Filmagens, Entrevistas Semiestruturadas, um Diário Reflexivo e alguns disparadores, tais como um documentário, imagens e perguntas reflexivas. A opção por esses instrumentos possibilitou coletar informações significativas no campo de pesquisa e permitiu a sua retomada e análise em momentos oportunos. Para a análise dos dados, foi feita uma aproximação com a Técnica de Análise de Conteúdo proposta por Bardin (2012), que teve por finalidade uma leitura crítica e aprofundada e, através da descrição e interpretação dos materiais, possibilitou compreender os conteúdos extraídos no contexto analisado. Embora a coleta de dados para a pesquisa desta dissertação tenha sido de forma remota, acredita-se que a pandemia oportunizou colher, de modo virtualizado, informações e elementos significativos para compor a análise dos dados. Através da análise do planejamento diário e do acompanhamento da prática pedagógica da educadora, de modo virtual, foi possível constatar que ela organizou o seu planejamento diário fundamentado na abordagem emergente e embasado em teorias educacionais. No decorrer da investigação, observei que a escuta foi a Estratégia de Ensino utilizada por essa educadora da Educação Infantil, em sua prática pedagógica. A postura acolhedora, atenta e sensível da educadora possibilitou que ela desse visibilidade à escuta da voz das crianças em sua prática pedagógica, criando sessões lúdicas em sala de aula, as quais potencializaram o ensino e a aprendizagem das crianças baseadas na troca, na valorização e na construção coletiva do saber.
This dissertation addresses the theme of listening to children’s voices in Early Childhood Education. The writings of this study are based on Italian authors such as Malaguzzi (2016), Rinaldi (1999, 2012, 2014, 2016), Fortunati (2009, 2014), Vecchi (2017) and Brazilians, such as Friedmann (2021), Freire (2019), Silva (2011), among others. It is understood that listening to children’s voices is a condition for teaching in Early Childhood Education, because it allows the development of educational actions that provide an opening of approximation and connection with children. Based on the assumption that listening to children’s voices enables the guarantee of their rights and exercising respect for them and their childhoods, the research aimed to investigate how listening to children’s voices is considered in the pedagogical practices of an early childhood education educator. The study was conducted with a pre- childhood education educator, working with children aged four to five, in a School of Early Childhood Education of the school system of the city of Capitão/RS. The research, of qualitative approach, of documentary type, making an approximation with action research, aims to present the acquisition of data extracted from the research field, in a virtualized way, which provided to know, analyze and reflect on the teaching strategies used by this educator of Early Childhood Education and the way she gave visibility to listening to the children’s voice in their pedagogical practice with a pre-school class Level B. Photographs, Filming, Semi-structured Interviews, a Reflective Diary and some triggers, such as a documentary, images and reflective questions, were used as instruments for information collection. The choice of these instruments made it possible to collect significant information in the field of research and allowed their resumption and analysis at opportune moments. For data analysis, an approximation was made with the Content Analysis Technique proposed by Bardin (2012), which aimed at a critical and in-depth reading and, through the description and interpretation of the materials, made it possible to understand the contents extracted in the analyzed context. Although the data collection for the research of this dissertation was remote, it is believed that the pandemic has provided opportunities to collect, in a virtualized way, information and significant elements to make up the data analysis. Through the analysis of daily planning and monitoring of the educator’s pedagogical practice, in a virtual way, it was possible to verify that she organized her daily planning based on the emerging approach and based on educational theories. During the investigation, I observed that listening was the Teaching Strategy used by this early childhood education educator in her pedagogical practice. The educator’s welcoming, attentive and sensitive posture allowed her to give visibility to listening to children’s voice in her pedagogical practice, creating playful sessions in the classroom, which enhanced the teaching and learning of children based on exchange, appreciation and collective construction of knowledge.
This dissertation addresses the theme of listening to children’s voices in Early Childhood Education. The writings of this study are based on Italian authors such as Malaguzzi (2016), Rinaldi (1999, 2012, 2014, 2016), Fortunati (2009, 2014), Vecchi (2017) and Brazilians, such as Friedmann (2021), Freire (2019), Silva (2011), among others. It is understood that listening to children’s voices is a condition for teaching in Early Childhood Education, because it allows the development of educational actions that provide an opening of approximation and connection with children. Based on the assumption that listening to children’s voices enables the guarantee of their rights and exercising respect for them and their childhoods, the research aimed to investigate how listening to children’s voices is considered in the pedagogical practices of an early childhood education educator. The study was conducted with a pre- childhood education educator, working with children aged four to five, in a School of Early Childhood Education of the school system of the city of Capitão/RS. The research, of qualitative approach, of documentary type, making an approximation with action research, aims to present the acquisition of data extracted from the research field, in a virtualized way, which provided to know, analyze and reflect on the teaching strategies used by this educator of Early Childhood Education and the way she gave visibility to listening to the children’s voice in their pedagogical practice with a pre-school class Level B. Photographs, Filming, Semi-structured Interviews, a Reflective Diary and some triggers, such as a documentary, images and reflective questions, were used as instruments for information collection. The choice of these instruments made it possible to collect significant information in the field of research and allowed their resumption and analysis at opportune moments. For data analysis, an approximation was made with the Content Analysis Technique proposed by Bardin (2012), which aimed at a critical and in-depth reading and, through the description and interpretation of the materials, made it possible to understand the contents extracted in the analyzed context. Although the data collection for the research of this dissertation was remote, it is believed that the pandemic has provided opportunities to collect, in a virtualized way, information and significant elements to make up the data analysis. Through the analysis of daily planning and monitoring of the educator’s pedagogical practice, in a virtual way, it was possible to verify that she organized her daily planning based on the emerging approach and based on educational theories. During the investigation, I observed that listening was the Teaching Strategy used by this early childhood education educator in her pedagogical practice. The educator’s welcoming, attentive and sensitive posture allowed her to give visibility to listening to children’s voice in her pedagogical practice, creating playful sessions in the classroom, which enhanced the teaching and learning of children based on exchange, appreciation and collective construction of knowledge.
Descrição
Palavras-chave
Escuta; Voz das crianças; Prática Pedagógica; Educação Infantil; Listening; Children’s Voice; Pedagogical Practice; Early Childhood Education
Citação
STEFFENS, Carine Rozane. A escuta da voz das crianças: possibilidade que potencializa a prática pedagógica de educadores na educação infantil. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 dez. 2021. Disponível em: http://hdl.handle.net/10737/3327.