PRÁTICAS DOCENTES NA EDUCAÇÃO INFANTIL: O QUE SE CONSIDERA INDISCIPLINA?
Este artigo é resultante de pesquisas realizadas ao longo do curso de Pedagogia – Licenciatura, sintetizadas no Trabalho de Conclusão de Curso e ampliadas na atuação docente como professoras públicas de Educação Infantil e de graduação no Ensino Superior e objetiva perceber o que é considerado como indisciplina na educação infantil, entrelaçado as práticas pedagógicas docentes na escola. Para efetivação das pesquisas optamos pela ênfase metodológica a pesquisa exploratória in loco e explicativa, partindo da experiência das docentes pesquisadoras e observações em determinada escola e turma, em cidade do interior do Rio Grande do Sul. Fundamentam teoricamente autores que abordam a indisciplina escolar e as práticas docentes, voltadas à educação infantil. Como forma provisória de conclusão, podemos afirmar que a indisciplina e as práticas docentes na educação infantil são temas que necessitam de maiores pesquisas e referências teóricas, pois o que foi destacado neste artigo não tem a proposição de ser certo, pois há concepções e entendimentos diversos, mas de alguma forma, contribuirmos para, no mínimo, abrir discussões sobre o mundo da educação infantil, o que é considerado na escola como indisciplina, emaranhando as práticas docentes.
PRÁTICAS DOCENTES NA EDUCAÇÃO INFANTIL: O QUE SE CONSIDERA INDISCIPLINA?
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DOI: 10.22533/at.ed.62222110316
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Palavras-chave: Docência. Educação Infantil. Indisciplina.
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Keywords: teaching. Child education. Indiscipline.
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Abstract:
This article is the result of research carried out during the Pedagogy - Licentiate course, synthesized in the Course Completion Work and expanded in the teaching performance as public teachers of Early Childhood Education and graduation in Higher Education and aims to understand what is considered as indiscipline in early childhood education, intertwined with teaching pedagogical practices at school. In order to carry out the research, we opted for the methodological emphasis on exploratory research in loco and explanatory, based on the experience of the research teachers and observations in a certain school and class, in a city in the interior of Rio Grande do Sul. teaching practices aimed at early childhood education. As a provisional conclusion, we can say that indiscipline and teaching practices in early childhood education are topics that need further research and theoretical references, since what was highlighted in this article does not have the proposition of being right, as there are different conceptions and understandings. , but somehow, we contribute to, at least, open discussions about the world of early childhood education, which is considered at school as indiscipline, tangling teaching practices. , summarized in the Course Completion Work and expanded in the teaching performance as public teachers of Early Childhood Education and graduation in Higher Education and aims to understand what is considered as indiscipline in early childhood education, intertwined with teaching pedagogical practices at school. In order to carry out the research, we opted for the methodological emphasis on exploratory research in loco and explanatory, based on the experience of the research teachers and observations in a certain school and class, in a city in the interior of Rio Grande do Sul. teaching practices aimed at early childhood education. As a provisional conclusion, we can say that indiscipline and teaching practices in early childhood education are topics that need further research and theoretical references, since what was highlighted in this article does not have the proposition of being right, as there are different conceptions and understandings. , but somehow, we contribute to, at least, open discussions about the world of early childhood education, which is considered at school as indiscipline, tangling teaching practices.
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Número de páginas: 4
- Arisa Araújo da Luz
- Luzimar Diniz Flores
