O modelo pedagógico cognitivo-interacionista: perspectivas na educação infantil

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dc.contributor.advisorRizolli, Marcos
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/4808339542698874por
dc.contributor.authorCardoso, Débora da Silva
dc.creator.Latteshttp://lattes.cnpq.br/6439191287210999por
dc.date.accessioned2019-02-05T16:51:53Z
dc.date.accessioned2020-05-28T18:09:57Z
dc.date.available2020-05-28T18:09:57Z
dc.date.issued2018-11-07
dc.description.abstractIn 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.eng
dc.formatapplication/pdf*
dc.identifier.citationCARDOSO, 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.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24658
dc.keywordschildhood educationeng
dc.keywordsperceptioneng
dc.keywordssensitivityeng
dc.keywordsmeaningful learningeng
dc.keywordsarteng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjecteducação infantilpor
dc.subjectpercepçãopor
dc.subjectsensibilidadepor
dc.subjectaprendizagem significativapor
dc.subjectartespor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAOpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/17738/D%c3%a9bora%20da%20Silva%20Cardoso.pdf.jpg*
dc.titleO modelo pedagógico cognitivo-interacionista: perspectivas na educação infantilpor
dc.typeTesepor
local.contributor.board1Caldas, Roseli Fernandes Lins
local.contributor.board1Latteshttp://lattes.cnpq.br/4762365735230087por
local.contributor.board2Bellicieri, Fernanda Nardy
local.contributor.board2Latteshttp://lattes.cnpq.br/3369227612290273por
local.contributor.board3Masini, Elcie Aparecida Fortes Salzano
local.contributor.board3Latteshttp://lattes.cnpq.br/7613176591861089por
local.contributor.board4Soares, Suely Aparecida Galli
local.contributor.board4Latteshttp://lattes.cnpq.br/1084851064977338por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Educação, Filosofia e Teologia (CEFT)por
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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