Pedagogia
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Navegando Pedagogia por Autor "Bortolanza, Ana Maria Esteves"
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Artigo Científico Acesso embargado As diferentes linguagens da criança na creche: análise das narrativas de uma professora(2020) Oening, Letícia CardozoThis article aims to analyze the different languages of 3-year-old children from a day care center, from an early childhood school located in Tubarão, SC, through the eyes of a teacher. It is characterized as a qualitative research (2019-2020), of an exploratory character, having as a research instrument two narratives written by the participating teacher, in which she reports the different languages of her class of 3-year-old children. The study was based on authors such as Junqueira (2015), Mello (1999, 2012), Becchi (2012) who discuss childhood, children's languages, child development. The results show that the different languages of the child seem to be little experienced in the daycare center, with no relationship being established between them and child development. It is concluded that, for the full development of the 3-year-old child, languages need to be worked on in their specificities, according to the developmental stages of that age. The Early Childhood School, through intentionally planned activities, must guarantee the different manifestations of language of the child as mediators in the process of knowing the world, the other and herself.Artigo Científico Acesso aberto O espaço lúdico na educação infantil: explorando a teoria na prática(2020) Pires, Ana Paula da SilvaThe aim of this article is to analyze, from the perspective of a teacher, the playful space in Early Childhood Education and the relationships established with the activities developed with a group of 5 year old children. It is a qualitative research (2019-2020), of an exploratory character, having as a procedure two narratives written by the teacher participating in the study. The results point to a certain distance between the theoretical foundations about the organization of the playful space for carrying out activities with the children, although in some moments the playful activity is present in the teacher's narratives. It’s concluded that the organization of play space, in which the child plays, requires a careful look at the activities developed, the materials used, toys and substitute objects. This implies that the teacher has the role of organizer of educational work, in relation to the play space and the activities developed in daily life, having as reference theoretical and methodological concepts that guide their pedagogical practices in Early Childhood EducationArtigo Científico Acesso embargado A leitura literária na educação infantil: análise de narrativas escritas por uma professora(2020) Martins, Ana Carolina FerreriThe aim of the article is to analyze theoretical and practical aspects of literary reading in Early Childhood Education through written narratives by a teacher. The study (2019-2020) was elaborated by means of a qualitative research of exploratory character, having as procedure two narratives written by a teacher of a class of 5 years, in a school of Infantile Education of Tubarão, SC. It explores practical and theoretical questions about literary reading in children's activities with the objects of writing, specifically, children's literature books. The article highlights the distance between the theoretical aspects of literary reading in relation to the pedagogical practices of the teacher participating in the research. We conclude that it is necessary, in Early Childhood Education, to organize the conditions for the child's experience with literary reading as a space for sharing and relationships that enable children's interactions with literary reading in daily life.