Navegando por Data de Publicação, começando com "2026-05-15"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 2 de 2

Docências no Colégio de Aplicação da UFSCar: uma etnografia dos saberes e das identidades que inspiram uma outra educação dos 0 aos 10 anos.
(Universidade Federal de São Carlos, 2026-05-15) Botega, Giovana Alonso; Tomazzetti, Cleonice Maria; https://lattes.cnpq.br/4821077407620769; https://orcid.org/0000-0002-1976-4604; https://lattes.cnpq.br/4896706380829176; https://orcid.org/0000-0002-3594-2466; Moruzzi, Andrea Braga; Onofre, Marcia Regina; Peixe, Débora; Folque, Maria Assunção; https://lattes.cnpq.br/1502374705668286; https://lattes.cnpq.br/7176529351192598; https://lattes.cnpq.br/4419463975421799; https://lattes.cnpq.br/9820800135108713; https://orcid.org/0000-0001-9406-3915; https://orcid.org/0000-0002-5467-185X; https://orcid.org/0000-0002-3419-307X; https://orcid.org/0000-0001-7883-2438
The study entitled “Teaching Practices at the UFSCar Laboratory School: an ethnography of the knowledge and identities that inspire another form of education for children aged 0 to 10” aimed to “analyze how the training and professional development of teachers at the UFSCar Laboratory School, in their work with babies and young children, produce forms of knowledge and teaching identities that can inspire the education of older children.” Among the specific objectives of the investigation, the following stand out: (1) to map and analyze the training process (initial and continuing education) of teachers at the UFSCar Laboratory School; (2) to map and analyze teachers’ conceptions and pedagogical practices; (3) to analyze teachers’ identities and knowledge; and (4) to understand how early childhood education practices can inform pedagogical practices with older children. The study sought to answer the following question: “In what ways can the knowledge and identities constructed by teachers of babies and young children at the UFSCar Laboratory School contribute to rethinking the education of older children?” The hypothesis was that the knowledge and teaching identities developed by these teachers offer contributions to rethinking pedagogical practices aimed at older children within a broader perspective of childhood education. This is because such practices are grounded in democratic, dialogical, and respectful approaches built collaboratively in everyday interactions with different subjects. Considering factors such as years of experience, professional background, spaces, materials, and conceptions, these practices allow for a rethinking of education for older children. The research was characterized as qualitative in nature, based on ethnography (Geertz, 1989; 2004; André, 2008; Oliveira, 2013; Reis & Mendes, 2018; Silva & Silva, 2021), and employed various procedures for data production, collection, and analysis, including interviews, field journals, document review and analysis, as well as observations of daily life at the UFSCar Laboratory School. The data produced were analyzed and interpreted using Content Analysis (Bardin, 2011). The theoretical framework of the study is grounded in Childhood Studies and the Pedagogies of Childhood—referred to here as Pedagogies of Childhoods—drawing on the work of Rocha (1998, 1999), Kishimoto and Oliveira-Formosinho (2007), and Oliveira-Formosinho (2013). Among the main findings, the construction of a plural teaching identity stands out, shaped by diverse experiences, including working within a Laboratory School—a context that integrates teaching, research, and extension. The development of listening, dialogue, and respect for children emerges as a result of an identity built on exchange, collaboration, and commitment to early childhood education. Teaching knowledge in early childhood education is also highlighted, going beyond the ability to teach babies and young children to encompass understanding who these subjects are, how they develop, what they need, and what they desire. The study also indicates that teaching practices with babies and young children are constructed in practice, through interaction with these subjects and with other teachers, involving autonomy and flexibility in pedagogical work. Finally, another key finding is the identification of essential working conditions in early childhood education, including the availability of resources and materials, appropriate ratios of children to adults, and workload. These conditions can either support or limit planning, creativity, and teachers’ professional development. Thus, it is argued that the training and professional development of teachers at the UFSCar Laboratory School, in their work with babies and young children, produce knowledge and teaching identities that inspire the education of older children in ethical, political, and aesthetic terms. In doing so, they contribute to envisioning a different kind of school—one built collectively and respectful of all children, of all ages.
Práticas pedagógicas na Educação Infantil com arte afro-brasileira: valorização da diversidade cultural mediada pela literatura infantil
(Universidade Federal de São Carlos, 2026-05-15) Melo, Laura Oliveira de Araújo; Lombardi, Lucia Maria Salgado dos Santos; https://lattes.cnpq.br/5697508831302188; https://orcid.org/0000-0001-6978-864X; https://lattes.cnpq.br/5373417283608645; https://orcid.org/0009-0000-8553-6098
This work aims to investigate possibilities for pedagogical action with Afro-Brazilian and African arts in Early Childhood Education, in a meaningful and appropriate way for young children, considering their specificities, forms of expression, and the relationships they build in the school environment. Based on this objective, it seeks to answer the following research question: how can Afro-Brazilian and African arts be incorporated into Early Childhood Education in a way that is sensitive to the characteristics of early childhood, valuing the multiple forms of expression of young children and their interactions in the educational context? Linked to this problem, the study seeks to understand how teaching practice can develop pedagogical strategies aimed at valuing cultural and ethno-racial diversity, incorporating Afro-Brazilian art as a path to promoting anti-racist education from the earliest years of life. It also seeks to reflect on its contributions to strengthening the self-esteem of Black children, to respecting differences, and to valuing ethno-racial identities in childhood. To answer the research question, this work articulates legal, conceptual, and pedagogical contributions that underpin the inclusion of Afro-Brazilian and African arts in Early Childhood Education and highlight the importance of teacher training for the effective implementation of this proposal. Laws No. 10.639/2003 and No. 11.645/2008 are analyzed, as well as the National Curriculum Guidelines for Education on Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture, which establish the mandatory teaching of African, Afro-Brazilian, and Indigenous history and culture, including their artistic expressions. The study presents a reflection on the concept of Afro-Brazilian art, its relevance to the formation of young children's identities, and the challenges and possibilities of its implementation in Early Childhood Education, understanding teacher education as a fundamental condition for the construction of pedagogical practices committed to racial equity. In the final part of this work, three works of children's literature addressing the theme of Education for Ethnic-Racial Relations (ERER) are analyzed. Based on each analysis, a pedagogical action involving artistic experiences with children is proposed. The proposals are grounded in Ana Mae Barbosa's Triangular Approach, which articulates three inseparable axes: artistic creation; the reading and appreciation of images, works, and cultural productions; and the historical, social, cultural, experiential, and subjective contextualization of artistic manifestations. In this way, the aim is to offer support for pedagogical practices that promote children's encounter with Afro-Brazilian art in a sensitive and meaningful way. From this perspective, children's literature is understood as a mediator of children's encounter with Afro-Brazilian art, fostering aesthetic, cultural, and identity experiences from early childhood.