O currículo na organização do ensino das professoras da Educação Infantil
Abstract
This dissertation developed in the Professional Graduate Program in Education of
the Federal University of São Carlos, São Carlos campus, guided by the following
question: how the current Curriculum has been used in the organization of the
teaching of Early Childhood Education teachers in the city of Bauru/ SP? The general
objective of the research is: to identify how the teaching organization carried out by
the Early Childhood Education teachers takes place based on the current Curriculum;
and as a specific objective: to analyze the organization of the teachers' teaching
according to the objective modes of operation. In addition, we are guided by the
hypothesis that the appropriation of the Curriculum by the teachers is important for
the organization of the work of the teachers and we consider, specifically, that the
results of the organization of teaching are a result of the needs and reasons that lead
them to propose and to develop activities to enable the transformation of objective
reality. Therefore, we believe that the theoretical foundations of the Historical-Cultural
Theory guided us to the answer to our research problem and meet the general
objective and the specific objective. The research participants are six Early
Childhood Education teachers from the city of Bauru/SP. Each has a different length
of service and teaches in different geographic regions of the city. We used the
following instruments for data production: a semi-structured interview and the
“Dynamic Planning of 2019” as a subsidy. In preparing the interview script, we took
into account the reasons for the activity, according to Leontiev (2017), and the four
aspects of Ibiapina (2008): description, information, confrontation and reconstruction,
in order to capture how the teachers used, or not, the elements of the Curriculum in
the organization of teaching. We thus arrive at some considerations that
unfortunately, the implementation of the current Curriculum left gaps that need to be
filled in a concrete way based on in-service training that is effectively guided by the
theoretical framework adopted in, and for the elaboration of the Curriculum, such as
training in service that needs to be organized based on the historical-cultural theory
as a form, that is, the very organization of teaching the Curriculum, aimed at
teachers, needs to be based on the fundamentals, since we learn through the way
we are taught, in the development of how we teachers will teach.
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