EDUCAÇÃO INFANTIL: HISTÓRICO E PERCEPÇÕES DE EDUCADORAS SOBRE A FUNÇÃO DA INSTITUIÇÃO

Caroline de Souza  Araújo; Marcia Cristina Argenti  Perez

doi:10.5216/ia.v46i3.63762

CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE

Authors

Caroline de Souza Araújo Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Araraquara, São Paulo, Brasil, carolined_@hotmail.com https://orcid.org/0000-0002-1485-3157
Marcia Cristina Argenti Perez Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Araraquara, São Paulo, Brasil, marcia.argent@unesp.br https://orcid.org/0000-0002-4173-9923

DOI:

https://doi.org/10.5216/ia.v46i3.63762

Abstract

This article aims to present a brief history about the Childhood Education’s role and the perceptions of educators about the similarities between nursery school and preschool, and the institution’s actual role. The methodology includes studies and official documents that are intended to the Childhood Education and empirical data obtained through participant observation and semistructured interview with eight educators from a county’s institution of Sao Paulo’s state. The data were analyzed based on the concept of significant units of Bardin’s Content Analysis (2016). The results show that the welfare character is still present inside the educational practices, but that advances were already achieved on the child’s recognition and the institution’s role. The institution has socio-political and pedagogical functions that must be fulfilled and recognized.

KEYWORDS: Childhood Education. Intitution’s Role. Pedagogical Practices. Child’s Recognition.

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Author Biographies

Caroline de Souza Araújo, Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Araraquara, São Paulo, Brasil, carolined_@hotmail.com

Graduada em Pedagogia (2021) pela Universidade Estadual Paulista Júlio de Mesquita Filho, UNESP - Faculdade de Ciências e Letras, Campus de Araraquara. Mestranda em Educação Escolar (2021) na Universidade Estadual Paulista Júlio de Mesquita Filho, UNESP - Faculdade de Ciências e Letras, Campus de Araraquara. Atua na área de Educação como professora de inglês em escola de idiomas.

Marcia Cristina Argenti Perez, Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Araraquara, São Paulo, Brasil, marcia.argent@unesp.br

Doutora em Psicologia (Ciências) pelo Programa de Pós-graduação em Psicologia da Universidade de São Paulo (USP, 2004), Mestra em Psicologia pela Universidade de São Paulo (USP, 2000) e Pedagoga com habilitação em Deficiência Intelectual pela Universidade Estadual Paulista (UNESP, 1997). Atualmente é Chefe, Docente e Pesquisadora do Departamento de Psicologia da Educação da Faculdade de Ciências e Letras, UNESP, Campus de Araraquara, SP. Docente dos Programas de Pós-Graduação em Educação Escolar (Acadêmico) e Educação Sexual (Profissional) da UNESP - FCLAr.

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Published

2021-12-24

How to Cite

ARAÚJO, C. de S. .; PEREZ, M. C. A. . CHILDHOOD EDUCATION: HISTORY AND PERCEPTIONS OF EDUCATORS ABOUT THE INSTITUTION’S ROLE. Journal Inter-Ação, Goiânia, v. 46, n. 3, p. 1593–1604, 2021. DOI: 10.5216/ia.v46i3.63762. Disponível em: https://revistas.ufg.br/interacao/article/view/63762. Acesso em: 23 nov. 2024.

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Issue

Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis

Section

Artigos

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