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Análise de um espaço de educação infantil sob a perspectiva de inovações educacionais
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O espaço na Educação Infantil apresenta funções significativas no estímulo à criatividade, no desenvolvimento motor e no suporte emocional das crianças. A Educação Infantil contemporânea tem se voltado cada vez mais para práticas pedagógicas inovadoras que valorizam a construção da identidade das crianças. Nesse contexto, o espaço físico das escolas desempenha um papel fundamental, pois pode ser concebido como um recurso pedagógico capaz de potencializar o desenvolvimento integral das crianças, sobretudo em seu simbolismo – aspecto desdobrado nesta investigação. Compreendido esse panorama, esta dissertação tem, como objetivo geral, caracterizar o espaço educacional da Educação Infantil do Centro Educacional Pia-Máter a partir da concepção do espaço físico e simbólico na perspectiva de inovações educacionais. A escolha por essa unidade escolar localizada em Brasília-DF, Brasil, se deve à atenção que a equipe pedagógica e gestora dá ao uso e à construção dos espaços internos e externos da estrutura física e pedagógica da escola, sendo, inclusive, referência na Educação Infantil na região em que atua. A fundamentação teórica baseia-se em teóricos da educação, como Vygotsky, Dewey, Ausubel, Freire, entre outros, que destacaram a importância da experiência e da autonomia na educação, bem como em pesquisadores contemporâneos, como Prensky, Kishimoto, Goleman, entre outros, que ressaltaram a influência do brincar e das habilidades socioemocionais no desenvolvimento das crianças. A metodologia adotada na pesquisa é qualitativa, de abordagem exploratória, envolvendo uma revisão bibliográfica não sistemática para compreender profundamente o papel do espaço na Educação Infantil a partir do estudo de uma unidade escolar selecionada. A coleta de dados foi realizada por meio de pesquisa bibliográfica, pesquisa documental, formulário eletrônico e registro fotográfico dos espaços que apresentavam inovações educacionais significativas. A análise de dados envolveu o registro dos percentuais das respostas obtidas de treze pedagogas entrevistadas por meio do referido formulário eletrônico. Nesse formulário, havia tanto questões de múltipla escolha quanto questões discursivas. As respostas dessas últimas foram realizadas por meio da análise de conteúdo, seguindo o protocolo de Bardin. Os resultados obtidos pela análise dos espaços da unidade escolar selecionada e das respostas ao formulário eletrônico aplicado destacam a importância de um ambiente seguro, acolhedor e diversificado para o desenvolvimento cognitivo e socioemocional das crianças. Foram apontados também desafios a serem superados na escola selecionada, como a preferência por uma minoria das entrevistadas por atividades repetitivas, o que indicia a necessidade de práticas pedagógicas mais flexíveis. É recomendado, nesse sentido, a formação continuada dos profissionais da educação. De forma geral, este estudo contribui fornecendo uma caracterização abrangente dos espaços educacionais na Educação Infantil a partir do estudo da escola selecionada, identificando inovações educacionais relevantes e oferecendo sugestões práticas para melhorias alinhadas com as teorias contemporâneas consultadas. Este estudo incentiva, portanto, uma reflexão inicial e referencial do papel dos espaços físicos e simbólicos na Educação Infantil e reconhece a necessidade de pesquisas futuras para ampliar o entendimento do conceito de espaço na Educação Infantil.
Space in early childhood education has significant functions in stimulating creativity, motor development and emotional support for children. Contemporary early childhood education has increasingly turned to innovative pedagogical practices that value the construction of children's identity. In this context, the physical space of schools plays a fundamental role, as it can be conceived as a pedagogical resource capable of enhancing the integral development of children, especially in its symbolism – an aspect unfolded in this investigation. In this panorama, this study has, as a general objective, to characterize the educational space of early childhood education at the Centro Educacional Pia-Máter from the conception of the physical and symbolic space from the perspective of educational innovations. The choice for this school unit located in Brasília-DF, Brazil, is due to the attention that the pedagogical and management team gives to the use and construction of the internal and external spaces of the physical and pedagogical structure of the school, including being a reference in early childhood education in the region in which it operates. The theoretical foundation is based on educational theorists, such as Vygotsky, Dewey, Ausubel, Freire, among others, who highlighted the importance of experience and autonomy in education, as well as contemporary researchers, such as Prensky, Kishimoto, Goleman, among others , which highlighted the influence of playing and socio-emotional skills on children’s development. The methodology adopted in the research is qualitative, with an exploratory approach, involving a non-systematic bibliographic review to deeply understand the role of space in Early Childhood Education based on the study of a selected school unit. Data collection was carried out through bibliographical research, documentary research, electronic form and photographic records of spaces that presented significant educational innovations. Data analysis involved recording the percentages of responses obtained from thirteen pedagogues interviewed using the aforementioned electronic form. In this form, there were both multiple choice questions and discursive questions. The latter's responses were carried out through content analysis, following Bardin's protocol. The results obtained by analyzing the spaces of the selected school unit and the responses to the electronic form applied highlight the importance of a safe, welcoming and diverse environment for the cognitive and socio-emotional development of children. Challenges to be overcome in the selected school were also highlighted, such as the preference of a minority of those interviewed for repetitive activities, which indicates the need for more flexible pedagogical practices. In this sense, continued training of education professionals is recommended. In general, this study contributes by providing a comprehensive characterization of educational spaces in Early Childhood Education based on the study of the selected school, identifying relevant educational innovations and offering practical suggestions for improvements in line with the contemporary theories consulted. This study therefore encourages an initial and referential reflection on the role of physical and symbolic spaces in Early Childhood Education and recognizes the need for future research to broaden the understanding of the concept of space in Early Childhood Education.
Space in early childhood education has significant functions in stimulating creativity, motor development and emotional support for children. Contemporary early childhood education has increasingly turned to innovative pedagogical practices that value the construction of children's identity. In this context, the physical space of schools plays a fundamental role, as it can be conceived as a pedagogical resource capable of enhancing the integral development of children, especially in its symbolism – an aspect unfolded in this investigation. In this panorama, this study has, as a general objective, to characterize the educational space of early childhood education at the Centro Educacional Pia-Máter from the conception of the physical and symbolic space from the perspective of educational innovations. The choice for this school unit located in Brasília-DF, Brazil, is due to the attention that the pedagogical and management team gives to the use and construction of the internal and external spaces of the physical and pedagogical structure of the school, including being a reference in early childhood education in the region in which it operates. The theoretical foundation is based on educational theorists, such as Vygotsky, Dewey, Ausubel, Freire, among others, who highlighted the importance of experience and autonomy in education, as well as contemporary researchers, such as Prensky, Kishimoto, Goleman, among others , which highlighted the influence of playing and socio-emotional skills on children’s development. The methodology adopted in the research is qualitative, with an exploratory approach, involving a non-systematic bibliographic review to deeply understand the role of space in Early Childhood Education based on the study of a selected school unit. Data collection was carried out through bibliographical research, documentary research, electronic form and photographic records of spaces that presented significant educational innovations. Data analysis involved recording the percentages of responses obtained from thirteen pedagogues interviewed using the aforementioned electronic form. In this form, there were both multiple choice questions and discursive questions. The latter's responses were carried out through content analysis, following Bardin's protocol. The results obtained by analyzing the spaces of the selected school unit and the responses to the electronic form applied highlight the importance of a safe, welcoming and diverse environment for the cognitive and socio-emotional development of children. Challenges to be overcome in the selected school were also highlighted, such as the preference of a minority of those interviewed for repetitive activities, which indicates the need for more flexible pedagogical practices. In this sense, continued training of education professionals is recommended. In general, this study contributes by providing a comprehensive characterization of educational spaces in Early Childhood Education based on the study of the selected school, identifying relevant educational innovations and offering practical suggestions for improvements in line with the contemporary theories consulted. This study therefore encourages an initial and referential reflection on the role of physical and symbolic spaces in Early Childhood Education and recognizes the need for future research to broaden the understanding of the concept of space in Early Childhood Education.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Inovação em Educação), Universidade de Lisboa, Instituto de Educação, 2023
Palavras-chave
Educação infantil - Brasil Inovação educativa Processo de aprendizagem Aprendizagem experiencial Espaço escolar Dissertações de mestrado - 2023