Registration and the inclusive perspective: views and conceptions in early childhood education
This article aims to reflect on the views and conceptions of professionals who work in early childhood education, bearing in mind a parallel between the guiding principles of young children's education and the field of special education from an inclusive perspective. Inspired by the praxeologic...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Zero-a-seis |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/94225 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/zeroseis/article/view/94225 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação infantil Registro Perspectiva Inclusiva Educação Especial Docência Early child education Record Inclusive Perspective Special education Teaching |
| Sumario: | This article aims to reflect on the views and conceptions of professionals who work in early childhood education, bearing in mind a parallel between the guiding principles of young children's education and the field of special education from an inclusive perspective. Inspired by the praxeological research approach, conversations were held with professionals, with the intention of narrating what they believe recording is and understanding their motivations for recording. The categories of analysis were defined based on the different materials cited and their functions: (i) reflective records, with a view to pedagogical action; (ii) records that summarize data and information in medical records; and (iii) records for the purpose of disclosing the pedagogical work. From the questioning of the action of registering, the analysis reveals the complexity of the educational routine, among different looks and conceptions, which do not depend on the functions performed by the professionals. |
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