Ser professora de bebês: saberes necessários à prática docente
This dissertation has as its research object the knowledge necessary for pedagogical practice with babies. It seeks to answer the following questions: What do teachers understand about being a baby teacher? What knowledge is needed to be a baby teacher? What are the specificities of teaching with ba...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Biblioteca Digital de Teses e Dissertações da Uninove |
| Idioma: | portugués |
| OAI Identifier: | oai:localhost:tede/3686 |
| Acceso en línea: | http://bibliotecatede.uninove.br/handle/tede/3686 |
| Access Level: | acceso abierto |
| Palabra clave: | centro de educação infantil professora de bebês prática docente saberes docentes early childhood education center baby teacher teaching practice teaching knowledge centro de educación infantil maestra de bebés práctica docente enseñanza del conocimiento CIENCIAS HUMANAS::EDUCACAO |
| Sumario: | This dissertation has as its research object the knowledge necessary for pedagogical practice with babies. It seeks to answer the following questions: What do teachers understand about being a baby teacher? What knowledge is needed to be a baby teacher? What are the specificities of teaching with babies and young children? Its general objective is to understand what knowledge baby teachers have and whether they are coherent and in dialogue with what the current legislation recommends, especially the National Curricular Guidelines for Early Childhood Education, the São Paulo Childhood Integrative Curriculum and the São Paulo City Curriculum , and whether this knowledge is transposed into their practices, in order to welcome and meet the needs, desires and interests of babies. The specific objectives are: to reveal what teachers understand about being a baby teacher; identify the knowledge necessary to perform this role and characterize the specificities of teaching with babies and young children. The Pedagogy course, for the most part, does not include enough subjects and workload to encompass all the complexity of what it means to be a baby teacher. We learn about child development, which is important knowledge to be a teacher, however, it seems to us that this broader knowledge does not encompass the uniqueness of teaching with babies. Given this, our hypothesis is that teachers have knowledge, however, a generalized knowledge that involves broad questions about child development to the detriment of knowledge specific to this teaching. We believe that the particularities of working with this audience should include knowledge around three main axes of daily life with babies: body care, the development of free motor skills and autonomous play. This is a qualitative research and the data production procedures are observation of pedagogical practices and semi-structured interviews. The universe of the study is an Early Childhood Education Center, located in the city of São Paulo, and the participants are two teachers from the Nursery I group. The theoretical framework is based on the following authors: Emmi Pikler; Judith Falk; Anna Tardos; Janet Gonzalez-Mena & Dianne W. Eyer; Henri Wallon and Donald Winnicott. The data were compiled in the light of Laurence Bardin's content analysis, indicating the presence of four categories: affective bond, responsive communication, space as an educator and the other's body. The results confirm our hypothesis and indicate that, for teachers to effectively understand the specificities of working with babies, the following are necessary: careful and thorough observation of the global and integral development of babies in all aspects; availability to bond emotionally, promoting secure attachment; knowledge in communicating effectively and affectively, in addition to specific knowledge about the development of the baby's free motor skills and autonomous activity. The study also confirms the importance of continued and in-context training in Educational Units in order to reflect on pedagogical practice on a daily basis, as there is still little provision of higher education courses focusing on pedagogical work with babies. |
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