A organização do ambiente: um estudo com as professoras de educação infantil de Corupá

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The objective of this research is to understand how social representations of childhood and child education by teachers of classes of children aged 3 to 6 years, in the town of Corupá, affect the way these teachers organize the environment for the children and support their argument to justify this organization. Its theoretical basis follow the environment studies of Campos de Carvalho (1993; Campos-de-Carvalho &Rubiano, 1996; Campos de Carvalho &Padovani, 2000; Campos-de-Carvalho &Meneghini, 2003) and Sager (1996), continuing the studies of Demathé (2007) and Benoit (2008) carried out in the same town. This study involved eight teachers from CEIs (kindergartens) and Pre-Schools, who teach children aged 3 to 6. For the investigation of this objective, three phases were defined, based on three research questions. In the first phase, the environments of classrooms from child education organized by the teachers are characterized. The naturalistic observation was chosen as a technique for generating data. In the second phase, the purpose was to reveal the teachers perceptions concerning environment in childrens education The MCP (Multiple Classification Procedure) was used to generate data. The teachers formed groups based on 22 photographs of school classrooms, and justified these groups. The photographs were defined in such a way that they included different features of the various environments observed in towns in the region (Vale do Itajaí). The data obtained with the groups were submitted to MSA (Multidimensional Scalogram Analysis), which showed that teachers organize the environment according to their own life experiences, classifying these environments as colorful, cheerful with opportunities for exploration, cold and scholarly. In this same stage, the teachers were asked to consider the childrens perspective, and reorganize the same photographs into three groups: well-being, discomfort and neutral, and at the end of this stage, the teachers were asked to divide the photos placed in the well-being group, this time into: more well-being and less well-being; again the photographs considered attractive and colorful were the ones which the teachers classified as conveying the greatest feeling of well-being The third phase of the study consisted of semi-structured interviews, with the aim of understanding the teachers logic and how it relates to their practices of organization of the environment. After analyzing the statements, the following categories were identified: the childs image, the teachers role, representation of the environment (structural, functional and relational dimensions) and transformations in the environment

ASSUNTO(S)

educacao representações das professoras educação infantil environment ambiente representation of teachers child education

ACESSO AO ARTIGO

Documentos Relacionados