Please use this identifier to cite or link to this item: http://repositorio.ufla.br/jspui/handle/1/31741
Title: “É como te falasse que você não tem capacidade para pensar”: problematizando contradições e conflitos discursivos, em mergulhos no material didático padronizado na Educação Infantil
Other Titles: It's how i told you that you do not have the ability to think": problematizing discursive contradictions and conflicts in divatics in standard educational material in child education
Authors: Ribeiro, Cláudia Maria
Gonzaga, Ellen de Lima
Rizzi, Juliana Lappa
Keywords: Educação infantil
Material didático padronizado
Currículo - Educação infantil
Infant education
Standardized teaching material
Curriculum - Early childhood education
Issue Date: 12-Nov-2018
Publisher: Universidade Federal de Lavras
Citation: OLIVEIRA, P. N. B. “É como te falasse que você não tem capacidade para pensar”: problematizando contradições e conflitos discursivos, em mergulhos no material didático padronizado na Educação Infantil. 2018. 175 p. Dissertação (Mestrado em Educação)-Universidade Federal de Lavras, Lavras, 2018.
Abstract: The purpose of the online survey is to problematize the statements about the MDP -standardized didactic material, discussing how it has been passing through the teaching practice of teachers of Early Childhood Education of cities that are members of the FSMEI - South Mineiro Forum of Early Childhood Education. A survey was carried out among the cities that make up this Forum, which use and which chose not to use the MDP as a pedagogical mediator, analyzing how this material is inserted in the context of Early Childhood Education. In a qualitative approach, semi-structured interviews were conducted with representatives of cities that use the MDP. Also for the collection of empirical material in the cities that do not use the material, a focus group was realized. Transcripts from both the focus group and the semi structured interviews and photographic records constituted the corpus of analysis, di scussed and intertwined with the post -critical referential, making it possible to problematize discourses without affirmations of right / wrong. From the empirical material, the following thematic axes were discussed: guidelines for Early Childhood Education; speeches about the MDP; minor education; gender and sexuality; curriculum; play. It is envisaged that this research foments the discussions of the topic discussed after being made available as a devolution of a construction of knowledge realized through the multiplicity of discourses about the MDP and its implications in the field of Early Childhood Education.
URI: http://repositorio.ufla.br/jspui/handle/1/31741
Appears in Collections:Educação - Mestrado Profissional (Dissertações)



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