O tempo/espaço na educação infantil: um olhar para as práticas pedagógicas no último ano da Educação Infantil
Carregando...
Data
2015-06
Autores
Orientador
Vivian, Danise
Banca
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Este trabalho tem como objetivo analisar o tempo/espaço das práticas pedagógicas desenvolvidas no último ano da Educação Infantil, em escolas públicas e privadas, de um município do Vale do Taquari/RS. A necessidade dessa interrogação vem ao encontro de olharmos mais atentamente às nossas práticas diárias como professores e repensarmos sobre o que realmente estamos propondo aos nossos alunos. Por isso, este estudo buscou analisar como as escolas da rede pública e privada de Educação Infantil de um município do Vale do Taquari/RS fazem uso do tempo/espaço nas práticas pedagógicas promovidas no último ano desta etapa de formação, além de compreender o uso do tempo e do espaço nas propostas da Educação Infantil. A pesquisa procurou compreender ainda se existe uma diferença na organização e no uso do tempo e do espaço institucionalizado em escolas da rede pública e privado, assim como analisar o conceito de tempo e a sua relação com o espaço escolar. Vivemos hoje em uma sociedade escravizada pelo relógio por um tempo que se dissolve por entre nossos dedos, e na escola, isso não é diferente. Há o tempo de brincar, de guardar, comer, de realizar todas as propostas por ela exigidas. Existem tantas obrigações a cumprir que o tempo torna-se algo incontrolável, passível de perdermos em atividades rotineiras e não termos mais como recuperá-lo. Este estudo desenvolve-se com base em pesquisas bibliográficas e de campo, em duas escolas de um mesmo município do Vale do Taquari, uma pública municipal e uma privada, buscando resgatar a forma de organização do tempo/espaço no âmbito escolar, bem como a sua influência no processo de ensinoaprendizagem da Educação Infantil. Como resultados pode-se observar que as duas escolas mencionadas tem uma preocupação constante em preparar seus alunos para o ingresso no primeiro ano do ensino fundamental e não existe diferenciação entre ambas as instituições quanto à distribuição do uso do tempo, marcado pela percepção cronológica frente às atividades que são propostas. No entanto, no quesito espaço, essas instituições se diferenciam pela oferta que as mesmas oferecem para seus alunos, assim oportunizando um pouco mais “liberdade” de escolha dentro do espaço escolar, no que compete a instituição privada de ensino.
This work aims to analyze the time / space of pedagogical practices developed in the last year of early childhood education in public and private schools, a city in the Vale do Taquari / RS. The need for this question reaches out to look more closely into our daily practices as teachers and rethink about what we are actually proposing to our students. Therefore, this study aimed to analyze how the public schools and private early childhood education in a city of Vale do Taquari / RS make use of time / space in pedagogical practices promoted in the last year of this stage of formation, and understand usage time and space in the proposals of early childhood education. The research sought to understand even if there is a difference in the organization and use of time and space institutionalized in schools of public and private network and analyze the concept of time and its relationship with the school environment. We live today in a society enslaved by the clock for a while that dissolves through our fingers, and at school, this is no different. There is time to play, to store, eating, performing all the proposals required by it. There are so many obligations to fulfill that time it becomes something uncontrollable, likely to lose in routine activities and no longer have to get it back. This study is developed based on bibliographic and field research in two schools of the same municipality of the Vale do Taquari, a municipal public and private, seeking to rescue the organizational form of time / space in schools as well as its influence in the Early Childhood Education teaching-learning process. The results can be seen that the two schools mentioned have a constant concern to prepare students for entry into first grade of elementary school and there is no differentiation between the two institutions on the distribution of the use of time, marked by chronological perception in the face of activities that are proposed. However, in the category space, these institutions differ in the offer that they offer to their students, thus providing opportunities a little more "freedom" of choice within the school, in that it is for private educational institution.
This work aims to analyze the time / space of pedagogical practices developed in the last year of early childhood education in public and private schools, a city in the Vale do Taquari / RS. The need for this question reaches out to look more closely into our daily practices as teachers and rethink about what we are actually proposing to our students. Therefore, this study aimed to analyze how the public schools and private early childhood education in a city of Vale do Taquari / RS make use of time / space in pedagogical practices promoted in the last year of this stage of formation, and understand usage time and space in the proposals of early childhood education. The research sought to understand even if there is a difference in the organization and use of time and space institutionalized in schools of public and private network and analyze the concept of time and its relationship with the school environment. We live today in a society enslaved by the clock for a while that dissolves through our fingers, and at school, this is no different. There is time to play, to store, eating, performing all the proposals required by it. There are so many obligations to fulfill that time it becomes something uncontrollable, likely to lose in routine activities and no longer have to get it back. This study is developed based on bibliographic and field research in two schools of the same municipality of the Vale do Taquari, a municipal public and private, seeking to rescue the organizational form of time / space in schools as well as its influence in the Early Childhood Education teaching-learning process. The results can be seen that the two schools mentioned have a constant concern to prepare students for entry into first grade of elementary school and there is no differentiation between the two institutions on the distribution of the use of time, marked by chronological perception in the face of activities that are proposed. However, in the category space, these institutions differ in the offer that they offer to their students, thus providing opportunities a little more "freedom" of choice within the school, in that it is for private educational institution.
Descrição
Palavras-chave
Educação Infantil; Tempo; Espaço; Último ano da Educação Infantil
Citação
RODRIGUES, Letícia Da Luz. O tempo/espaço na educação infantil: um olhar para as práticas pedagógicas no último ano da Educação Infantil. 2015. Monografia (Graduação em Pedagogia) – Universidade do Vale do Taquari - Univates, Lajeado, jun. 2015. Disponível em: http://hdl.handle.net/10737/848.