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Título: A constituição da educação infantil no município de Aracruz-ES : permanências e descontinuidades
Autor(es): Lomba, Maria Lúcia de Resende
Orientador: Simões, Regina Helena Silva
Data do documento: 19-Jul-2013
Editor: Universidade Federal do Espírito Santo
Citação: LOMBA, Maria Lúcia de Resende. A constituição da educação infantil no município de Aracruz-ES : permanências e descontinuidades. 2013. 226 f. Dissertação (Mestrado em Educação) - Universidade Federal do Espírito Santo, Vitória, 2013.
Resumo: This paper investigates the historical construction of architectural projects for school groups in the process of creation and estabilishment in the state of Espirito Santo, 1908, seeking to understand them in their links with republican ideas and theories that circulated in the teaching Brazilian scenario in the early twentieth century. The study takes as its main analysis the Capixabas' architecture school groups from 1908 to 1930, to historically understand the configuration of spaces and times intended for the State Primary Schools, in the period previously mentioned. The power relations that constituted the political actions of those involved in the process of reform in the State's Public Education collaborated to understand how Capixabas produced a Republican spatial distribution of exemplary schools, which occurred between the voltages for the development of social organization and the possibilities of the place to advance in the economic modernity desired by the new regime, especially in the renewal of primary education in its specific areas. The study is based on a historiographical perspective that shifts the focus from analysis to systems of ideas that engendered the Republic in Brazil and Espirito Santo State and its conception of Public Education. Moreover, it connects these points to the political practices and social changes in the constitution of educational institutions of that period, especially in Espírito Santo. Thus, we use objects that bring brands of cultural practices of social actors involved in our procedures and the relationship between the production of documents and our problematizations selected for the survey are highlighted here. To this end, we seek the reflections of Michel de Certeau, Carlo Ginzburg and Marc Bloch to an understanding of a historiographical act that combines the historian's practice to his produced narrative. The sources were organized aiming to know the space and time allocated to educational institutions of the Republic, whose aesthetic and symbolism are expressed in a proposal of spreading Republican precepts. Although the spatial distribution of the first school groups in Espitiro Santo Sate have found economic difficulties mentioned in the documents of the government- political practices associated with the elitist and exclusionary character occurring in the locality- the State of Espirito Santo confirmed , on its way, the presence of those schools in the local scene using Republican symbolism , whose marks still remain in the State's buildings, not to mention the practical training of teachers and students
This work investigates the process of creating the kindergarten "Epifânio Pontin". We seek to understand the formation of early childhood education in the municipality of Aracruz, Espírito Santo State, Brazil. We search the configuration of curriculum guidelines and pedagogical practices that permeated the creation of the first municipal kindergarten and its transition to the Municipal Center for Early Childhood Education (CMEI) in the period 1969-2009. The documental corpus is based on: pedagogical proposals of the city and CMEI; evaluation forms for children; records from the municipal institutions of childhood education; CMEI minutes of meetings; agendas of class teachers; videos; a teacher's notebook with her notes; graduation invitation; photographs; agendas studies; a correspondence; clippings from local newspapers; a questionnaire and interviews. Based this work on the propositions of Bloch (2001) and Ginzburg (1989, 2002, 2006, 2007), we establish approximations to the historical research in the process of analysis of documentation and relationships between the past and the present. In order to points of conflict, tensions, and power relations that permeate the production of the sources, those are understood as clues, traces, marks, and signs to be read in its complexity. This work dialogues with Simões (2006, 2011) and Faria Filho (1998) on the importance of studying the past to understand the journey of teaching in the Brazilian scene. We base on Kuhlmann Jr. (1998, 2000, 2001, 2005, 2010); Del Priori (2010), Kramer (1994, 1995, 2003, 2006, 2011), Hoffmann (2006) and Silva (2007, 2008) to think about issues related to Early Childhood Education, regarding: the history; policies and conceptions which influenced the proposals developed in Brazilian institutions; challenges relating to the construction of knowledge; continued training of teachers; assessment of children and waiting lists for vacancies in institutions. We considers that the process is permeated by continuities and discontinuities. In regard to continuities, we find the extensive waiting list for vacancies in municipal institutions, as well as insecurity, inadequacy and improvisation of physical spaces allocated to this first stage of basic education. The discontinuities refer to the intensification of the processes of continuous formation of teachers; attempts to break with pedagogical activities guided by holidays and themes; the evaluation process of children; and the pursuit of building a new pedagogical proposal for the municipal Childhood Education
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