O texto que ora se apresenta propõe discutir a especificidade da educação infantil na relação com o ensino fundamental, etapas constitutivas da educação básica segundo a Lei de Diretrizes e Bases da Educação Nacional n. 9394/96 em vigor. O propósito recai na problematização da intricada relação entre educação infantil e ensino fundamental, a partir do olhar de pesquisadora da educação infantil e no intuito de demarcar as particularidades dessa área de pertencimento e identificar um fio condutor, um elo de articulação no trabalho com o ensino fundamental que preserve as peculiaridades, trajetórias e identidade de cada etapa educativa (educação infantil e ensino fundamental). A bibliografia especializada na educação infantil é utilizada como fonte, bem como compõem a base empírica, dados estatísticos fruto de uma pesquisa, em andamento, coordenada pela Universidade Federal do Paraná, com dados de violações de direitos da criança e do adolescente registrados por Conselhos Tutelares de 36 municípios que incluem Curitiba e Região Metropolitana, Vale do Ribeira e Litoral do Paraná. Um dos elos entre a educação infantil e o ensino fundamental defendido no texto é a constituição de um projeto de formação humana...

Resumo: Entende-se a formação continuada em serviço como um importante processo que promove o desenvolvimento profissional dos professores. Assim, este estudo teve como objetivo conhecer as percepções dos profissionais atuantes na educação infantil da Rede Municipal de Ensino da cidade de Curitiba, sobre os processos formativos em serviço dos quais participam em suas unidades de trabalho. Nesta investigação, tomam-se por base os pressupostos teóricos apresentados por NÓVOA (1997), (1999), (2007) e MARCELO GARCIA (1999) sobre formação de professores, além de KRAMER (2008), (2011) e OLIVEIRA-FORMOSINHO (2002), (2009) no que tange especificamente à formação de professores de educação infantil. Foram consultados igualmente documentos legais publicados pelo Ministério da Educação (MEC) e pela Secretaria Municipal de Educação. Recorreu-se também a teoria sociológica de Pierre Bourdieu para compreender os dados empíricos produzidos durante a investigação, relativos ao desenho do espaço social aqui investigado. A partir dos conceitos de campo, habitus, capitais e noções complementares a estes conceitos, acreditou-se ser possível delinear algumas lógicas de ação importantes para pensar o campo da educação infantil e seus agentes componentes. A pesquisa valeu-se da abordagem qualitativa pautada nas orientações de LESSARD-HÉBERT et.al (2010)...

El objetivo que nortea este estudio fue el de pesquisar las relaciones entre la propuesta pedagógica de una institución pública de educación infantil y las practicas docentes. Para el alcance de este objetivo asumimos el abordaje cualitativo de investigación y optamos por la metodología de estudio de caso, siendo empírico una escuela pública de la municipalidad de Caicó. Fueron adoptados como procedimientos, la análisis documental, la entrevista semi-estructurada y la observación no-participante. Los fundamentos teóricos que sirvieron de marco a nuestras interpretaciones se encuentran en las concepciones contemporáneas acerca del niño, de la niñez y de su educación, como sobre los procesos de aprendizaje, desarrollo y currículo para educación infantil, como también la legislatura en vigor, los documentos oficiales y propuestas curriculares de referencia en la actualidad. A partir de ese marco, el niño está concebido como sujeto concreto, marcado por contingencias biológicas propias de la especie humana y, al mismo tiempo, contingencias histórico-culturales. Capaz de aprender y desarrollarse en condiciones de interacción y mediación por medio de la apropiación y producción de cultura. La niñez está comprometida como tiempo y condición de ser niño...

The theory contemporary in the field of early children education, as well the legal discourse and official texts valid in our country point to the need for systematization of proposals pedagogic / curriculum in institutions, built and carried out by subjects that act as factor of assurance care quality. Quest us about what knowledge are required to teachers in developing a proposed curriculum for children education. Defined as an object of study, the knowledge teachers necessary for the development of a proposed curriculum for children education. As goals, assume: investigate teachers knowledge necessary for the development of a proposed curriculum in a Public Institution for children education and contribute to the (new) meaning on the part of teachers, knowledge needed to build a proposed curriculum for children education. Assuming the principles of the paradigm of qualitative research, we have developed a research institution of a children education Network Public Hall of Ceará-Mirim-RN, which serves children of four and five years old (preschool) with the participation of 17 teachers and two supervisory (teachers) that institution - subject of our research. Therefore, we have adopted the principles of action research, according to which the knowledge gained through research should build so shared / dialogue in the relationship between researcher and participants...

This production is a reflection about the practices/experiences involving the teaching of the dance developed by the teachers in the Núcleo de Educação Infantil (NEI/UFRN), with the children from 2 to 7 years old, having as objectives: describe and interpret the lived experiences with the dance focusing on the meaning of the dance and organization of the pedagogic job, identify blanks in the pedagogic practices of dance and appoint possible perspectives to the teaching of dance on the infant education. The way from the investigation has begun with the following question: Who do the teachers understand the dance and live it on the Núcleo de Educação Infantil? The research of phenomenological orientation toke as methodological reference the qualitative approach from the placed phenomenon type, this one has as beginning the interest on the phenomenon by the way as it happens on the lived experience from where comes the knowledge with we can present about the world, trying to interpret it, understand it on its essence/existence. The interviews showed that the researched subjects give to the dance different meanings and consequently present variations on the manner to organize the work around this knowledge. The most of the teachers recognizes the dance as a culture expression...

This research focuses on inclusive in childhood education. Its purpose was to investigate and analyze the conceptions and expectations of teachers of childhood education, childhood education center form Natal/RN, on the inclusion students with disabilities, school and pedagogical practices developed and implications for students learning. Theoric base of the cultural historic perspective, the search took by qualitative analysis of numbers form the case study method. It was used methodological procedures: documentary analysis, participant observation, field journal and semi structures interview.Three teachers participated in the survey of that school had student with disabilities in their classrooms. These teachers were called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of education. The data obtained from the observation indicated the regular school of childhood education provides educational practices that promote the participation and participation and development of students with disabilities, live situation that may create barriers to learning and to the development of these children. The analysing data of interview from Bardin content analysis (1994) was based in Cunha s studies (2001) Brun (2006...

This work is the result of a set of experiences and reflections on teaching in kindergarten and, in particular, the issues raised by first experiences as a teacher and how these issues were being gradually answered from the experience in a school . Guided by these experiences and studies of Oliveira-Formosinho (2002) on the training of kindergarten teachers in the school context, among others as: Barreto, Kuhlmann Jr. (1998), Vasconcelos et. al. (2000); Nóvoa (1992, 1995), Moita (1995), Freire (1996), Tardif (2002, 2009) Kramer (2005) and Hargreaves, Fullan (2000), built as study questions: what situations become in the context of professional training at an institution of early childhood education? Which subjects who took part? How involved? From this perspective the goal of our work is a: to investigate, from the perspective of teachers a public kindergarten, situations of professional interaction that become the context of teacher education. The research took the principles of qualitative approach and an intrinsic case study (STAKE, 1998), whose locus was a Municipal Center for Early Childhood Education, so defined by their peculiarities for training faculty in the context of practice. We built the data with a group of nine teachers CMEI this by conducting a questionnaire...

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context...

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear...

This study is integrated to research line of teacher Education and Professionalization of the College of Education, Federal University of Goiás, developed by the Nucleus of Studies and Research of Infancy and Infant Education in Different Contexts. It was investigated the Infant Education, at post graduation courses, Lato Sensu, aiming at analyzing the political nature and the social function of Infant Education at post graduated level of three different universities from the public sector in Bahia. The major assumption underlying this research is that Infant Education at this type of course understands continuing education if it creates the means of a specific training based on a critical and political approach from the process of production condition and of the teacher s work. The investigation was based on the historical and dialectical materialism as a method of knowledge production (MARX, 1977; BARBOSA, 1991, 2004, 2006; SAVIANI, 2008; KUENZER, 2008; KOSIK, 1976). The instruments to gather data were: bibliographic research, document analyses, interviews and questionnaires. During the complex task of analyzing, explaining and exposing, we work with the articulation between three methodological categories (praxis, contradiction and totality) and three conceptual (teacher education...

Our research composes one of various subprojects on development in the project Public Politics and Childhood Education in Goiás: history, conceptions, projects and practical, of the Studies and Researches of Childhood Education group, on the research line Teaching Formation and Professionalization for the concession of the doctor s degree on the research program of the Education Faculty, in the Federal University of Goiás. We investigate the pedagogical coordination at the childhood education, trying to understand the work and the constitution of the professional identities of the pedagogical coordinators on the Municipal Centers of Childhood Education in Goiânia. We adopt the principle that the pedagogical coordination is one dimension in the administration, responsible for the collective joint of pedagogical and political project as well as of learning and teaching process, on a democratic perspective. On the basis of dialectical materialist method, we developed one theoretical research, documental and empirical, with the participation of ninety and three pedagogical coordinators, on seventy and six childhood educational centers, in the years of 2005 and 2006. The investigative data construction articulates documents analysis...

Nossa pesquisa compõe um dos vários subprojetos que ora encontram-se em desenvolvimento, integrados ao projeto de Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas, o qual se encontra ligado à linha de Pesquisa Formação e Profissionalização Docente da Faculdade de Educação da Universidade Federal de Goiás. Investigamos o lugar da educação infantil no curso de Pedagogia, com o objetivo de compreendermos o lugar que a Educação Infantil ocupa no Curso de Pedagogia da FE/UFG, sob a ótica dos discentes. Assumimos a premissa de que o Curso de Pedagogia é o lugar por excelência para a formação de professores de educação infantil. Com base no método materialista dialético, desenvolvemos uma pesquisa teórica, documental e empírica com a participação de 266 estudantes, e também com professores que participaram da elaboração do novo currículo do Curso de Pedagogia da FEUFG aprovado em 2003. Para apreendermos o movimento concreto e contraditório deste objeto na sua totalidade sócio-histórica, realizamos as análises dialogando com Marx, Hobsbawm, Bianchetti; na área do Ensino Superior: Dourado, Oliveira, Catani, Neves, Sguissardi, Cunha; no campo da formação de professores e do Curso de Pedagogia: Brzezinski...

This text is one of the several sub-projects that are in a development process integrated to the project Public Politics and Childhood Education in Goiás: history, conceptions, projects and pratices, linked to the research line Teacher Formation and Professionalism Process at Education Faculty in Goiás Federal University. We investigated the Brazilian scene that delineates around the public politics of Childhood Education subsidized by the World Bank. We carried through a critical reflection trying to understand the conceptual and political orientations of that Bank about the education, mainly, the childhood education and to identify projects that base their implementation in Brazil, since the 90 s years. Based on a dialectic-historical-social perspective, we developed a documental and bibliographic research. We started from an organizational vision from World Bank and its educational politics present in the Education Sector Documents (1971, 1974, 1980, 1995 and 2000) to, then, analyze the public politics elaborated, implemented and monitored for the children education from zero to six years old. We carried through a historical rescue of the financing public politics of the Brazilian and childhood educations, considering the extinction of the projects...

This study is linked to the Formation, Teacher Professionalization and Educational Practice line of research in the Postgraduate Program in Education, at the Federal University of Goiás and also to the Network of Researchers on Teachers of the Brazilian Midwest (REDECENTRO). This paper analyzes the research on preschool teachers carried out in the Brazilian Midwest between 1999 and 2007. The underlying theoretical methodological framework is a materialistic historical dialectical one (MHD). It was assumed that analyzes based on this theoretical framework could point towards certain transformations for the field of childhood, early childhood education and the formation of teachers for this field. Using the materialistic historical dialectical method, a documentary research and a literature review were drawn up which set out to understand the concrete and contradictory movement of our object in its socio-historic totality. A critical analysis was undertaken of possible contributions for the field of childhood, early childhood education and the formation of teachers in the field offered by research on Midwestern preschool teachers. When the inherent potential of this theoretical framework for clarifying what is real and for proposing a new transforming synthesis was considered...

O campo do currículo e elaboração de propostas pedagógicas de Educação Infantil enfrentam, no Brasil, o desafio da garantia de qualidade do trabalho da Educação Infantil em creches, pré-escolas e escolas. Há muitos problemas relativas à avaliação de crianças nas práticas educativas nessas instituições, tanto no que se refere às concepções de infância, Educação Infanitl e avaliação, quanto aos instrumentos e procedimentos delineados para sua concretização. Este texto tem como objetivo discutir a avaliação na Educação Infantil em quatro momentos. O primeiro item, a partir de um olhar teórico, apresenta as concepções de infância, Educação Infantil e avaliação presentes nos documentos e políticas oficiais vigentes no Brasil. O segundo aponta, de um ponto de vista pedagógico, desafios observados nas práticas e dilemas que mobilizam instituições de Educação Infantil e seus profissionais na escolha de estratégias de avaliação. O terceiro item, com um olhar nas políticas, indaga por que muitas  conquistas não acontecem na prática. O quarto traz, de outro ponto de vista pedagógico, no avesso da costura, relatos de professoras e gestoras de Educação Infantil sobre sua experiência positiva de avaliação nas instituições de Educação Infantil em que atuam...

Apresentam-se hoje no cenário nacional perspectivas de avaliação da educação infantil, que apontam para distintas ênfases a serem priorizadas para aquilatar a sua qualidade. Com o propósito de mapear propostas em debate no Brasil, o texto focaliza duas tendências, mencionando o que estas privilegiam como indicadores a serem considerados: as condições de oferta da educação ou o desempenho de alunos como base para apreciação da qualidade desta etapa da educação básica. Por meio do exame de documentos divulgados por diferentes segmentos do país, representantes da gestão pública, de entidades acadêmicas, de movimentos sociais e de trabalhadores em educação, são explicitadas tensões que se colocam para as políticas públicas, cujos impasses não se restringem a questões técnicas, relativas ao melhor caminho a ser trilhado na condução da avaliação, mas remetem, sobretudo, a dimensão política da avaliação.

This study was part of the research line Education, Labour and Social Movements from Graduate School of Education Program at Federal University of Goiás. We had as main goal to study the genesis and development historical movement of the Assistant Educational Activities‘s job, whose workers act alongside teachers in service to children in Municipal child Education Centers and municipal schools that have pre-school classes from Goiânia‘s Department of Education. We start from the understanding that knowing the structure and evolution of the post of an Assistant Educational Activities in Goiânia‘s Municipal Education is an aspect of fundamental importance for the understanding of the early childhood education reality which today legally makes up the first step of Basic Education in Brazilian educational system. This research work is guided by a socio-historical vision of man and society. To achieve the objectives this study proposes, we opted for developing a predominantly qualitative research. For the analyzes development, we initially seek to conduct a comprehensive literature review on the work, the women work, the teaching work, the childhood and their education. We also developed a documentary analysis considering the contents of the Federal Constitution (FC...

The Brazilian Federal Constitution of 1988 and the Law of Guidelines and Bases of National Education - Law. 9394/96 ensure education as a right of every citizen. However, it is still a big challenge the access and the permanence, especially in Early Childhood Education and public target children for special education. In the context of an educational policy of inclusion and the quest for a developing of a pedagogy centered in child, capable of successfully educating them, the question is: children from 0 to 05 years old, audience of special education, are having the warranty access and successful permanence in early childhood institutions in the municipalities of microregion of Pires do Rio? In order to find answers to proposed questions were defined as mainly aimed to analyze the guidelines and actions that direct access, permanence and the inclusion of public target children for special education,in early childhood education institutions in the microregion of Pires do Rio, whose researched corpus consisted by local school systems and institutions of child education of the following municipalities: Ipameri, Orizona, Palmelo, Pires do Rio, Santa Cruz de Goiás and Urutaí. The time frame covers the period of the year 2000, when it was launched the State Program for Diversity in a Inclusive Government Perspective of the municipalities in Goiás...

http://dx.doi.org/10.5007/1980-4512.2012n25p119WIGERS,Verena. A educação infantil no movimento de reorientação curricular do município de Florianópolis. Florianópolis. Dissertação de Mestrado, Universidade Federal de Santa Catarina, 1999.A autora desta dissertação é pedagoga e assistente social. Neste ano de 2007, defendeu sua tese para doutoramento na Pontifícia Universidade Católica de São Paulo sob o título As Orientações Pedagógicas da Educação Infantil em Municípios de Santa Catarina. Atua na educação de crianças de O a 6 anos desde 1980 e junto a equipes pedagógicas de Secretarias de Educação Municipal e Estadual. È professora do Núcleo de Desenvolvimento Infantil (NDI) da Universidade Federal de Santa Catarina (UFSC). No ano de 2000, essa dissertação foi publicada em forma de livro, sob o título A educação infantil no Projeto Educacional-Pedagógico Municipal.Inicialmente a autora faz um breve resgate histórico da educação infantil no município de Florianópolis, tendo como referência o Relatório de pesquisa: educação infantil em Florianópolis desenvolvido pela professora Luciana Ostetto (que posteriormente foi publicado em forma de livro) e da educação infantil no Brasil, utilizando os autores Kuhlmann Junior...

O presente trabalho tem como objetivo refletir sobre a musicalização na educação infantil, considerando a importância da música como parte da cultura e, portanto, como conhecimento a ser trabalhado no contexto da educação infantil. Para tanto, além da pesquisa bibliográfica, foi realizado um estágio numa escola de educação infantil da rede privada de Campinas durante 8 meses, no qual foi feito um acompanhamento direto das aulas de música desenvolvidas por uma professora "especialista", com turmas de 0 a 6 anos de idade. Inicialmente, no primeiro capítulo, "O que é musicalizar?", discuto o conceito de musicalização procurando relacioná-lo com o contexto escolar. Em seguida, no segundo capítulo, "O processo de musicalização", reflito sobre as possibilidades de trabalho para o desenvolvimento das aulas de música na educação infantil. No terceiro capítulo, "Vivência no estágio", relato as experiências vividas nas aulas de música, procurando mostrar exemplos das atividades desenvolvidas. Por fim, as "Considerações finais", concluo este estudo enfatizando a importância do desenvolvimento de trabalhos em parceria no processo de musicalização na educação infantil. Palavras-chave Musicalização na educação; Educação infantil; Processo de musicalização Abstract The present work has as objective to reflect on the musicalization in the basic education...