Navegando por Palavras-chave "Childhood Education"

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    Inclusão escolar, deficiência intelectual e educação infantil: Uma discussão dos subsídios do MEC sobre o tema (1996-2010)
    (Universidade Federal de São Paulo (UNIFESP), 2010) Cirilo, Camila Paixão [UNIFESP]; Carvalho, Maria de Fátima; http://lattes.cnpq.br/1875338693729537; Universidade Federal de São Paulo (UNIFESP)
    This dissertation has its foundations based in the many questions arisen by the issue of the scholar inclusion of children with disabilities, related to what we have learned in this pedagogy course and how through its teachings the actions of professionals are guided in the field of scholar inclusion for these children. It is proposed to seek, lift, highlight and discuss among which the MEC (Ministry of Education and Culture) has to offer on this subject, the recommendations and suggestions, explicit and implicit in the official discourse on the inclusion of children with intellectual disabilities in early childhood education. To accomplish this survey, we chose a temporal cut that comprehends the period from the promulgation of the “LDBEN” (Law of Directives and Bases of National Education) in 1996, through 2010, highlighting the range of materials which is aimed for the teaching of children with intellectual disabilities and from this set, selecting those that are directed to early childhood education and describe them by setting its specificity, its provenance, authorship and objectives. The discussion goes through the similarities, differences and contradictions that these materials keep among themselves and about the ways of thinking about child development and early childhood education which have based our academic formation through out our pedagogy course. To approach these issues and the relationship between early childhood education, child development, intellectual impairment and school enrollment, we have worked with contributions from the sociology of education and cultural-historical psychology of Vygotsky, based on the contributions from Brazilian researchers from these theoretical stream‟s debate. In this dissertation‟s survey process, it has taken place the realization, among other things, that the scope of the subsidies provided by the MEC for "early childhood education - school enrollment - intellectual disability" has not been properly addressed, characterizing the lack of reference to the specificities that define intellectual disabilities and childhood education. This observation has allowed us to reflect on our initial assumptions, expectations and goal seeking, questioning them and going forward onto the building, through and implementation of this monograph‟s dissertation program, of the knowledge, and subsidies which allow us to think differently about children with intellectual disabilities, their development and education.
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    Literatura e educação infantil: Quais caminhos trilham os professores / Telma de Mendonça Emidio
    (Universidade Federal de São Paulo (UNIFESP), 2010-11-29) Emidio, Telma de Mendonça [UNIFESP]; Vóvio, Claudia Lemos [UNIFESP]; http://lattes.cnpq.br/6082754427382954; http://lattes.cnpq.br/5937609024214310; Universidade Federal de São Paulo (UNIFESP)
    This study investigates the literary reading practices established by a group of teachers in the daily of public school of childhood education. Was preceded by questions about the use of reading materials sent to educational institutions and the interactions between children and literature books, in the context of Residence Pedagogical of UNIFESP, in a public school in Guarulhos city - Brazil. The interest of this research is to understand the ways in which teachers of childhood education have been dealing with literature in their routines, and consider the possible educational guidance offered to promote such practices. In preparing the study, we opted for qualitative research according to the assumptions of Bogdan & Biklen (1994) and Flick (2004), with records of observations in the daily field and the application of focus groups to collect data and verbal documentary on two local schools. Limited to this study, data analysis indicates that children's participation in practices of literary reading is small, since the teachers choose tell stories without the presence of books. This strategy commits the literary literacy, since children do not have the opportunity to handle or come into contact with the literary work, know the styles of writings and other elements that make up the books of children's literature. Another finding is that the collections of books are available at school, however, without effective actions for direct access of children to these materials. The data also show the need to consider teacher training (initial and ongoing) as a way to encourage the literary literacy from early childhood education, what is a challenge facing not only to the school systems, but for the entire academic community.