Tizuko Morchida Kishimoto

Brinquedos e materiais pedagogicos nas escolas infantis

A identificacao dos brinquedos e materiais pedagogicos e a caracterizacao de usos e significacoes para profissionais de educacao infantil de Sao Paulo, que atuam com criancas de 4 a 6 anos, justificaram uma pesquisa tipo survey, acompanhada de recursos etnograficos (entrevistas, observacoes, videos), no periodo de 1996/1998. Estudos mostram que, dentro de uma instituicao infantil, a organizacao da rotina, o espaco fisico, seus objetos e materiais educativos influenciam os usuarios na representacao, determinando, em parte, a maneira como adultos e criancas sentem, pensam e interagem nesse espaco, definindo formas de socializacao e apropriacao da cultura. Pretendeu-se diagnosticar, pela triangulacao de informacoes de entrevista, observacoes e videos, as razoes para escolha e uso de determinados brinquedos e materiais pedagogicos. Os resultados indicam que a educacao infantil da rede pesquisada apresenta concepcoes de crianca - destituidas de autonomia - e de educacao infantil voltadas para aquisicao de conteudos especificos. Os brinquedos e materiais pedagogicos mais significativos sao os chamados educativos, materiais graficos, de comunicacao nas salas; e os de educacao fisica, para o espaco externo. Brinquedos que estimulam o simbolismo e a socializacao, como jogos de faz-de-conta, construcao e socializacao, aparecem com percentuais insignificantes, apontando o pouco valor da representacao simbolica e do brincar.

Política de formação profissional para a educação infantil: Pedagogia e Normal Superior

This article presents the policy of teacher education for children in the 1990s as it is established by the Pedagogy Courses and Normal Courses, at superior level. Pedagogy has historically been offering teaching education courses at superior level since the 1930s, showing its engaged political and pedagogical project through linking licentiate degree courses to bachelor degree courses. It has guaranteed, therefore, a better and bigger interaction between the general education and the professional. The Normal Courses at superior level, recreated by the law 9394/96, has brought up some discussion due to the idea of separating the teacher education courses at university from shorter teacher education courses that not only understand caring disassociated from educating but also disqualify the staff of professors responsible for the course.

Narrativas infantis: um estudo de caso em uma instituição infantil

Challenging traditional adult-centered pedagogy, an early childhood education teacher conducts projects with the participation of children in a classroom with diversified areas for free playing. By making use of a project-based approach integrated to the foundations of High/Scope, the teacher values the knowledges and narratives of the children during the construction of a cardboard witch. The case study focuses on narratives containing verbal expressions of a binary nature, typical of the childs process of categorization as researched by Bruner, and similar to those of the thinking of the savages as analyzed by Levi-Strauss. The study was carried out within the physical space of a classroom refurbished in 2003 according to the precepts of the High/Scope curriculum model and enhanced by the Project-based Approach. The research, of a qualitative nature, configures an instrumental, collaborative case study in which a teacher from a municipal school for early childhood education in the city of Sao Paulo develops the practice of telling stories with 4-year-old children, within an environment that stimulates cooperation, ludic behavior and narratives. Results indicate that, according to Brunerian conceptions, the childrens binary narratives, such as the good witch and bad witch, living near or living far, large box or small box, reveal structures typical of the infantile thinking that help in the process of categorizing the daily life situations. The practice of telling stories, of listening to the children, and making room for the re-creation of narratives is consistent with pedagogies that respect the childrens forms of representation of the world, such as the project-based approach.

Brinquedo, gênero e educação na brinquedoteca

This text is about a research project carried out with children ranging from age 2 to 10, at the Education College Toy Library at the University of Sao Paulo from March 2005 to March 2006, with the objective of establishing relations between toys, gender and education. The qualitative and ethnographic research includes a logbook, video recordings, transcriptions of episodes in which children are playing and personal stories. Drawing on the post-structural feminist theory, based on a conception of subjectivity as precarious, contradictory and constantly reconstructed in discourse, the author suggests a concept of gender based on the performance of social actors as a means to develop equity in playing for both boys and girls. The results show the difficult task of eliminating gender preconceptions, which depends on factors that are external to the Toy Library environment. They also reveal the evidence of changes, strengthening the belief that it is possible do adopt a policy that stimulates equity in childhood playing, encouraging boys and girls to play together.

Jogo e letramento: crianças de 6 anos no ensino fundamental

Discute-se uma pratica curricular em que se alia o jogo ao processo de letramento no primeiro ano do ensino fundamental de nove anos da Escola de Aplicacao da USP. A analise do curriculo assentado no ludico como atividade importante para o letramento pode representar a possibilidade de integracao de criancas de 6 anos e a superacao dos desalinhos curriculares no âmbito da politica publica de ampliacao do ensino fundamental. A investigacao, de carater qualitativo, pautou-se em dados do acompanhamento das cinco turmas de primeiro ano do ensino fundamental de nove anos do periodo de 2006 a 2010, com analise do plano de ensino, registros de desempenho das criancas, entrevistas com pais, depoimentos orais de criancas, registros da professora e relatorios da brinquedoteca. Os dados indicam que o curriculo implementado, em seus aspectos estruturais e pedagogicos, atende as necessidades das criancas, ajusta-se as concepcoes de atividade, mediacoes e uso de jogos imaginarios com apoio de signos e artefatos. Constatou-se que as mediacoes sao mais adequadas quando ha dois docentes para desenvolver atividades relacionadas a pedagogia de jogos destinados ao letramento. No plano das politicas publicas, a implementacao dessa pratica exigira atencao para os aspectos estruturais e pedagogicos.

Brinquedo e brincadeira na educação infantil japonesa: proposta curricular dos anos 90

Japanese educational politics in the nineties, influenced by globalization and internationalization, are restructuring the official pre-schools. Designed for children of 3 to 5 years, the official pre-schools define a pedagogical proposal about play, as a way to conduct the child to know his environment, to make himself sociable and creative. Due to the predominance of schools in the field of child education and weak government participation, private play represents a small role in pre-school education.

The integration of care and education: a case study concerning the problem of noise

This article presents a study in the context of action-research performed on three-year-old children at an early childhood education centre in São Paulo, Brazil aiming at controlling the high noise level and ensuring the well-being of children and adults. Well-being is perceived as a state of physical and psychological satisfaction, and is a central issue in pedagogy-in-participation, from which the perspectives mentioned in this study are adopted. The lengthy investigative process lasted from 2004 to 2011, due to little attention from public policies for noise control and to the bureaucratic culture that prevails in the countrys public sector. The collective effort resulted in improvement of noise levels, nearing the countrys standards of 40 to 50 dB(A), generating overall satisfaction and indicating improvement of the well-being of children, as measured by the Laevers Involvement Scale.

Formação pedagógica em Moçambique: a voz dos participantes

portuguesO artigo destaca a voz dos profissionais do setor de saude em Mocambique, no relato das experiencias vividas durante um programa de formacao caracterizado pela abordagem da praxis, formas reflexivas e criticas e acoes autonomas e dialogicas. Por meio da voz dos participantes, investiga-se o impacto desse processo formativo nas mudancas por eles conduzidas em seu pais. O quadro teorico preve analise das mudancas inovadoras efetuadas pelos profissionais, a partir de indicadores (intelectuais, emocionais e de sustentabilidade) propostos por Andy Hargreaves. A escuta dos profissionais subsidia-se nas perspectivas de Larrosa e Contreras, que, ao dar visibilidade a experiencia vivida por cada participante, possibilita a descoberta do que se passa no processo formativo do qual participam. A metodologia de pesquisa privilegia entrevistas semiestruturadas, na forma de depoimentos dos participantes. Tais dados foram colhidos anualmente, em Maputo e Sao Paulo, no periodo de 2012 a 2015, envolvendo vinte profissionais da saude, tres peritos e um coordenador e informacoes de artigos produzidos pela equipe. 105 depoimentos compoem o conjunto dos dados empiricos, analisados conforme criterios de Bardin. Os resultados indicam que os profissionais adquiriram conhecimentos e habilidades no diagnostico e solucao de problemas da realidade mocambicana. As reflexoes acerca da pratica, com autonomia, protagonismo, dialogia e respeito a voz dos outros, evidenciam o reflexo do curso formativo e a construcao da identidade profissional e pessoal que leva ao trabalho colaborativo, na producao de mudancas inovadoras. EnglishThe article highlights the voice of health professionals in Mozambique in their account of experiences during a training programme characterised by the praxis approach, reflexive and critical methods, and autonomic and dialogical actions. The impact of this qualification process on the changes they are conducting in their country is investigated through the voice of the participants. The theoretical framework provides an analysis of the innovative changes made by the professionals, based on indicators (intellectual, emotional and sustainability) proposed by Andy Hargreaves. Listening to the professionals subsidises the perspectives of Larrosa and Contreras, which, by giving visibility to each participant’s experience, enables discovering what occurs in the qualification process they participate in. The research methodology favours semi-structured interviews as participant statements. The data was collected annually in Maputo and Sao Paulo in 2012-2015, involving twenty health professionals, three experts and a coordinator, and information in articles produced by the team. 105 statements comprise the set of empirical data that is analysed according to Bardin criteria. The results indicate that the professionals acquired knowledge and skills in diagnosing and solving problems in the Mozambican reality. Reflections about the practice, with autonomy, protagonism, dialogue and respect for the voice of others, show the reflection of the qualification course and the construction of the professional and personal identity that leads to collaborative work in producing innovative changes.

Apresentação: cultura como meta John Dewey

John Dewey (1859-1952), o filosofo da educacao que defende a democracia e a liberdade de pensamento como condicao para o desenvolvimento intelectual e emocional das criancas, batalha pelo pensamento critico, focaliza a pratica, ve e ouve criancas pequenas, e afasta as dicotomias para buscar sinteses. Ao assumir que ideias servem aos propositos instrumentais de orientar a solucao dos proble-mas do cotidiano, Dewey torna-se um dos expoentes do pragmatismo, por ele denominado instrumentalismo, porque busca as ideias como instrumento para a resolucao de problemas reais. Ao adotar concepcoes de William James e Charles Sanders Peirce, concebe um fazer como uma

Seminário Regional para a Reformulação dos Cursos que Preparam Recursos Humanos para a Educação: 1ª. fase - 1983. Reflexões a respeito da reformulação dos cursos

O preparo deste documento nao pode ser concretizado, sem a cogitacao de algumas alternativas. Num primeiro momento, impos-se definir o que se deveria efetivamente produzir e apresentar: a) se uma proposta basica de reformulacao dos cursos de educacao, ou b) se um resumo das reflexoes previas que entendemos necessarias aquela proposta (entendido como subsidio basico justificativo da mesma). Optou-se pela segunda alternativa. Assim, este trabalho coloca-se propositadamente num plano geral, e explicita principios, preocupacoes e questoes basicas que qualquer proposta desta natureza deveria discriminar.