Banca de DEFESA: RAQUEL BERNARDES CORRÊA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RAQUEL BERNARDES CORRÊA
DATE: 26/09/2022
TIME: 13:30
LOCAL: Miniauditório da biblioteca, piso térreo do bloco F (no Hall de entrada da biblioteca). O endereço d
TITLE:

RIGHT TO PARTICIPATION OF CHILDREN IN PLANNING THE DAILY LIFE OF EARLY CHILDHOOD EDUCATION: THE PEDAGOGICAL POLITICAL PROJECT OF THE MUNICIPAL PUBLIC INSTITUTIONS OF GASPAR /SC

KEY WORDS:

Children's Participation. Political Pedagogical Project. Child education.

PAGES: 207
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The right to children's participation is the theme of this research, which has as its central objective to analyze the children's right to participation in the daily planning of municipal public institutions of Early Childhood Education in Gaspar /SC, guaranteed in the Political Pedagogical Projects. The following question is intended: To what extent is the right to participation of children, in the daily planning of the municipal public institutions of Early Childhood Education in Gaspar/SC, guaranteed in the Pedagogical Political Projects? Supported by (FREHSE, 2005), (CLIFFORD, 2016), and (OLIVEIRA; BARBOSA, 2019). The PPP's that will be analyzed refer to three versions from the year 2012, randomly chosen from the period of implementation of the documents in the institutions, in order to understand the historicity of the trajectory experienced by the municipality. The others are versions identified as the latest version, updated by the institution in 2020. In addition to the PPP's, the analysis will permeate the Pedagogical Proposal of the Municipal Network (GASPAR, 2010); the Methodological Framework for Pedagogical Practice (GASPAR, 2010); the Assessment Criteria for Early Childhood Education (GASPAR, 2012) the ebook, Gaspar's Early Childhood Education: a proposal under constant reflection (GASPAR, 2016); and the Guiding Document for Elaboration and/or Update of the Pedagogical Political Project (GASPAR, 2017). As interlocutors for the analyses, documents produced by the MEC – Ministry of Education, the National Curriculum Guidelines for Early Childhood Education – DCNEI (BRASIL, 2010) will be used; the Basic Curriculum of the Territory of Santa Catarina – CBTC (SANTA CATARINA, 2019) and the Common National Curriculum Base – BNCC (BRASIL, 2017). The discussion of aspects of public policies for Early Childhood Education will take place from the production of the area based on: (GADOTTI, 1998); (CARIA, 2011); (VEIGA, 2001) and (KUHLMANN JR, 2010). The methodology is based on a qualitative approach and the research is inscribed as an ethnography of archives/documents, in a documental perspective. The documents will be analyzed through content analysis (BARDIN, 2011), considering the following concepts: child citizenship; (SARMENTO; SOARES; TOMÁS, 2004), listen; (VASCONCELLOS, 2017) (ROCHA, 2008) and (SARMENTO, 2005), child protagonism, (NASCIMENTO, 2019); (GAITÁN, 1998) and (FRIEDMANN, 2020), socialization, interpretive reproduction and peer culture, (SARMENTO, 1997; 2007; 2009); (SARMENTO; PINTO, 1997) (QVORTRUP, 2011) and (CORSARO, 2002; 2009), in the perspective of assimilating the articulation of these concepts, with the participation of children. (SARMENTO, 1997; 2007; 2009); (SARMENTO; PINTO, 1997) (VASCONCELLOS, 2017) in addition to (SARMENTO; FERNANDES and TOMÁS, 2007, p. 197) To interpret the concepts present in the source documents of this research, the concept of representation, based on (CHARTIER, will be taken). , 1991), in order to understand that the present conceptions and representations of children, childhood and Early Childhood Education, even indicating struggles of representations.

BANKING MEMBERS:
Presidente - 1843283 - SOLANGE APARECIDA DE OLIVEIRA HOELLER
Interna - 3803554 - MARILANE MARIA WOLFF PAIM
Externa à Instituição - VERA LÚCIA GASPAR DA SILVA