Professores da pré-escola e a necessidade de movimento das crianças de 4 e 5 anos: um estudo sobre as bases que norteiam essa relação
Data
2021-07-15
Tipo
Trabalho de conclusão de curso
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Título de Volume
Resumo
A presente pesquisa buscou identificar quais as concepções das professoras sobre o movimento na Educação Infantil, desse questionamento surgiram três eixos: primeiro, como duas professoras da pré-escola da rede municipal de Guarulhos lidam com a necessidade de movimento das crianças de 4 e 5 anos, depois entender quais são os comportamentos aceitos e não aceitos por elas e, em seguida, no que elas se baseiam para tomar tais atitudes. Através de uma entrevista semiestruturada realizada por vídeo chamada com cada professora, percebeu-se que ambas iam ao encontro do ponto de vista que se desejou defender, ou seja, promover a compreensão do movimento como parte essencial do desenvolvimento infantil, baseando-se na teoria psicogenética de Henri Wallon. Diante disso, foi possível entender que os conflitos enfrentados pelas professoras para ofertarem atividades de movimento são: a quantidade de alunos por sala, os espaços restritos e o mobiliário, os professores antigos, alguns funcionários da escola e alguns familiares, todos esses fundamentados ou influenciados por ideias que compreendem o movimento de modo tradicional. Como estratégias para driblar esses obstáculos, as professoras constroem combinados com os alunos, os quais foram classificados como estratégias de convívio e identificados como mais importantes do que as estratégias de ensino para a pré-escola. A escola já possui uma tendência nova de valorizar mais o movimento, porém ela ainda forma e conforma os corpos das crianças, pois as práticas de movimento ficam limitadas por fatores externos enraizados culturalmente. A pesquisa retomou a discussão do cuidar e educar com crianças pequenas, defendeu melhorias para o ensino público brasileiro e para a formação de professores e ainda buscou reforçar a importância do movimento para o desenvolvimento infantil.
This research sought to identify what are the conceptions of the teachers about the movement in preschool, from this question three axes emerged: first, how two preschool teachers, from the municipal system of Guarulhos, deal with the need of movement that 4 and 5 year old children have, then understand which behaviors are accepted and which are not accepted by these teachers and, finally, what they base themselves on to make such distinctions. Through a semi-structured interview, carried out by video call with each teacher, it was noted that both were in line with the point of view that was defended on the tesis, that is, to promote the understanding of movement activities as an essential part of child development, based on the theory of psychogenetics of Henri Wallon. Therefore, it was noted that the obstacles faced by these teachers to offer movement activities are: the number of students per classroom, the restricted spaces and furniture, the resistance from old teachers, some school employees and some family members, all of which are based or influenced by ideas that understand the movement in a traditional way. As strategies to get around such obstacles, the teachers create certain rules with the students, the agreements, which were classified as socializing strategies and identified as being more important than the teaching strategies for preschool. It was noted that the school has already made advancements in relation to children's freedom of movement, but it still shapes and conforms the bodies of the little ones, because even though the teachers are looking for improvements and strategies, movement activities are still limited by external factors that are culturally rooted. The research also resumed the discussion of caring and educating young children, defended improvements for Brazilian public education and for teacher development, and also sought to reinforce the importance of movement for child development.
This research sought to identify what are the conceptions of the teachers about the movement in preschool, from this question three axes emerged: first, how two preschool teachers, from the municipal system of Guarulhos, deal with the need of movement that 4 and 5 year old children have, then understand which behaviors are accepted and which are not accepted by these teachers and, finally, what they base themselves on to make such distinctions. Through a semi-structured interview, carried out by video call with each teacher, it was noted that both were in line with the point of view that was defended on the tesis, that is, to promote the understanding of movement activities as an essential part of child development, based on the theory of psychogenetics of Henri Wallon. Therefore, it was noted that the obstacles faced by these teachers to offer movement activities are: the number of students per classroom, the restricted spaces and furniture, the resistance from old teachers, some school employees and some family members, all of which are based or influenced by ideas that understand the movement in a traditional way. As strategies to get around such obstacles, the teachers create certain rules with the students, the agreements, which were classified as socializing strategies and identified as being more important than the teaching strategies for preschool. It was noted that the school has already made advancements in relation to children's freedom of movement, but it still shapes and conforms the bodies of the little ones, because even though the teachers are looking for improvements and strategies, movement activities are still limited by external factors that are culturally rooted. The research also resumed the discussion of caring and educating young children, defended improvements for Brazilian public education and for teacher development, and also sought to reinforce the importance of movement for child development.
Descrição
Citação
PEREIRA, Carolina Silva. Professores da pré-escola e a necessidade de movimento das crianças de 4 e 5 anos: Um estudo sobre as bases que norteiam essa relação. Trabalho de Conclusão de Curso (graduação em Pedagogia) – Universidade Federal de São Paulo, Escola de Filosofia, Letras e Ciências Humanas, 2021.