O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil
Tipo
Tese
Data de publicação
2018-11-07
Periódico
Citações (Scopus)
Autores
Cardoso, Débora da Silva
Orientador
Rizolli, Marcos
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Caldas, Roseli Fernandes Lins
Bellicieri, Fernanda Nardy
Masini, Elcie Aparecida Fortes Salzano
Soares, Suely Aparecida Galli
Bellicieri, Fernanda Nardy
Masini, Elcie Aparecida Fortes Salzano
Soares, Suely Aparecida Galli
Programa
Educação, Arte e História da Cultura
Resumo
In this research it was about the sharpening of the perception of the child and the teacher of childhood education in relation to themselves, the other and the surroundings, as a source to redeem the sensitivity in the educational actions, glimpsing the arts and their languages as axis integrator of the curriculum of children's education, experienced through proposals that valued bodily movements, play and the body as a source of senses and knowledge, outlining paths that affected the meaningful learning of children. The actions developed were inspired by the study of the phenomenology of the perception of Maurice Merleau-Ponty - as regards the opening of the contact; And in the study of the theory of meaningful learning of David Ausubel - in its relational aspect, in order to theoretically base the textbooks of the Mackenzie Educational System and Mackenzie Educational, focuses on this research. A qualitative approach was chosen because it was a more appropriate guideline to understand the context in which the study was carried out: teachers and their pupils in children's education and the learning process in this group. For this purpose, data collection was carried out through joint use of observation, testimonials, photographic documentation, documentary analysis of evaluation reports and interviews, instruments for which subjects were observed and analyzed- In this research three teachers, two students, a pedagogical coordinator and an educational director. The results showed that there was the appropriation of knowledge that contributed to a new look at the concept of perception in the school space unveiling the perceiving oneself, the other and the surroundings in learning situations, denoting the presence of sensitivity in educational actions. The whole pathway, starting from the keen perception of the teachers and children, of the consideration to their previous knowledge, understanding, and reflection on the concepts learned, opened the doors to the occurrence of meaningful learning. With these results it is intended to contribute to a higher visibility of the importance of children's education, first stage of primary education in Brazil, ensuring the childhood in the school spaces with more lightness, enabling the children the development Integral to its potential through play, spontaneous expression, interactions, bodily movements, kinesthetic thought, arts, and languages. The child needs to be seen as a singular subject, requiring unique ways to learn and experience the school universe. These results have proven that well-prepared teachers, who invest in education with keen sensitivity and perception and on a consistent theoretical basis, achieve success in the learning of their students.
Descrição
Palavras-chave
educação infantil , percepção , sensibilidade , aprendizagem significativa , artes
Assuntos Scopus
Citação
CARDOSO, Débora da Silva. O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil. 2018. 191 f. Tese (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.