http://bibliotecatede.uninove.br/handle/tede/39 2026-08-03T22:05:11Z http://bibliotecatede.uninove.br/handle/tede/4002 Título: Registro reflexivo na educação infantil: possibilidades de ressignificação da prática docente Autor: Fernandes, Verônica Buguino Rodrigues Primeiro orientador: Vercelli, Ligia de Carvalho Abões Abstract: This research focuses on reflective recording in Early Childhood Education as a possibility for re-signifying teaching practice. Starting from this object, the following question emerged: do the records, after feedback from the pedagogical coordinator, as they are carried out by the teachers, become reflective and re-signify pedagogical practice? With this question in mind, the general objective was defined as understanding how and if reflective recording enables the re-signification of teaching practice. Specific objectives included: verifying if reflective recording fosters listening to children; verifying to what extent the guidance provided by the coordination is considered by the teachers; The objective of this study was to develop an e-book outlining the main concepts of reflective journaling, along with some journal entries and their feedback. The premise was that, by considering the observations made by the pedagogical coordination, teachers can reframe their practice as they reflect on their daily work. The research followed a qualitative approach, and the data collection instruments were the journal entries made by four teachers who have been teaching for more than five years in an Early Childhood Education School in the Municipal Network of São Bernardo do Campo. The theoretical framework used included the following authors: Cristiano Rogério Alcântara, Madalena Freire, Maria Alice Proença, Jussara Hoffmann, and Paulo Sergio Fochi, among others, to support the category of journaling. Several federal and municipal legal frameworks were also used, including the National Education Guidelines and Bases Law, the National Curriculum Guidelines for Early Childhood Education, the National Common Curriculum Base, and the Integrated Curriculum for Early Childhood Education in São Paulo. The data analysis was based on the content analysis proposed by Laurence Bardin, from which three categories emerged: the record as a space for listening to children; the record as an instrument of pedagogical projection, between repetition and re-signification; and the incidence of feedback from the pedagogical coordinator in the qualification of the record. The results revealed the potential of reflective recording in Early Childhood Education as an instrument for re-signifying teaching practice, under the mediation of the pedagogical coordinator. The investigation stemmed from the concern about the capacity of records to become effectively reflective with the contribution of pedagogical feedback. Thus, it was highlighted that re-signification is not a spontaneous, automatic, or merely mechanical act, but a dialogical and procedural process, evidencing that the record, when isolated, tends towards a bureaucratic and paralyzed report in the descriptive phase, but, when traversed by formative dialogue, in a cooperative way, it becomes an instrument of intelligibility of practice and visibility of childhoods.; Esta investigación se centra en el registro reflexivo en Educación Infantil como una posibilidad para la resignificación de la práctica docente. Partiendo de este objeto, surgió la siguiente pregunta: ¿los registros, tras la retroalimentación del coordinador pedagógico, tal como los realizan los docentes, se convierten en reflexivos y resignifican la práctica pedagógica? Con esta pregunta en mente, el objetivo general se definió como comprender cómo y si el registro reflexivo permite la resignificación de la práctica docente. Los objetivos específicos incluyeron: verificar si el registro reflexivo fomenta la escucha activa de los niños; verificar en qué medida los docentes consideran la orientación proporcionada por la coordinación. El objetivo de este estudio fue desarrollar un libro electrónico que delineara los conceptos principales del diario reflexivo, junto con algunas entradas del diario y su retroalimentación. La premisa era que, al considerar las observaciones realizadas por la coordinación pedagógica, los docentes pueden replantear su práctica al reflexionar sobre su trabajo diario. La investigación siguió un enfoque cualitativo, y los instrumentos de recolección de datos fueron las entradas de diario realizadas por cuatro docentes que han estado enseñando durante más de cinco años en una Escuela de Educación Infantil en la Red Municipal de São Bernardo do Campo. El marco teórico utilizado incluyó a los siguientes autores: Cristiano Rogério Alcântara, Madalena Freire, Maria Alice Proença, Jussara Hoffmann y Paulo Sergio Fochi, entre otros, para apoyar la categoría de diario. También se utilizaron varios marcos legales federales y municipales, incluyendo la Ley de Directrices y Bases Nacionales de Educación, las Directrices Curriculares Nacionales para Educación Infantil, la Base Curricular Común Nacional y el Currículo Integrado para Educación Infantil en São Paulo. El análisis de datos se basó en el análisis de contenido propuesto por Laurence Bardin, del cual surgieron tres categorías: el registro como un espacio para escuchar a los niños; El registro como instrumento de proyección pedagógica, entre repetición y resignificación; y la incidencia de la retroalimentación del coordinador pedagógico en la cualificación del registro. Los resultados revelaron el potencial del registro reflexivo en Educación Infantil como instrumento para resignificar la práctica docente, bajo la mediación del coordinador pedagógico. La investigación surgió de la preocupación por la capacidad de los registros para volverse efectivamente reflexivos con la contribución de la retroalimentación pedagógica. Así, se destacó que la resignificación no es un acto espontáneo, automático o meramente mecánico, sino un proceso dialógico y procedimental, evidenciando que el registro, cuando está aislado, tiende a convertirse en un informe burocrático y paralizado en la fase descriptiva, pero, cuando se aborda mediante el diálogo formativo, de manera cooperativa, se transforma en un instrumento de inteligibilidad de la práctica y visibilidad de las infancias. Instituição: Universidade Nove de Julho Tipo do documento: Dissertação 20025-06-24T00:00:00Z http://bibliotecatede.uninove.br/handle/tede/3996 Título: Formação continuada do trio gestor e educadoras com foco no atendimento educacional especializado na educação infantil Autor: Reis, Renata Lima Durães Primeiro orientador: Vercelli, Ligia de Carvalho Abões Abstract: This research has as its object of study the continuing education of the trio manager and educators, with emphasis on Specialized Educational Service in Early Childhood Education. The research questions are: What are the training needs of the management trio and the educators for the construction of the case study and the SEA Plan? How does the training offered to the management trio and educators contribute to the elaboration of the Case Study and the Plan? The general objective is to verify how the continuing education of the management trio and educators contributes to the elaboration of the case study and the SEA Plan. The specific objectives are: to verify the training needs of the management trio and the educators for the construction of the case study and the SEA Plan; analyze whether the training offered to the management trio and the educators contributes to the elaboration of the Case Study and the SEA Plan; preparation of an e-book on the subject to be made available at the Municipal Department of Education (SME). The initial thesis is: many Early Childhood Education teachers face challenges in the elaboration of the SEA Plan and the Case Study for children with disabilities. Although well structured, the documents provided by the SME do not delve into this fundamental aspect of working with children with disabilities. The methodology is qualitative, and the data production procedure included training for the preparation of the SEA Plan and the Case Study, and a semi-structured interview with the trio manager and posttraining educators. The data are analyzed in the light of Minayo's interpretative analysis, from which six thematic categories emerged: lack of support from CEFAI; the role of the family in the school and the construction of an inclusive education; continuing education on inclusion; challenges faced by managers and educators; participants' knowledge of the SEA Plan and the case study; lack of human resources. The universe of the study is a CEI, in the city of São Paulo. The theoretical framework is based on the ideas of Mantoan, Odani, among other authors in the area, in addition to federal and municipal documents on inclusion. The results show the conception of inclusive education adopted by the management team as essential to welcome children with disabilities and develop practices that favor their learning, and the importance of continuing education to strengthen inclusive actions and prepare SEA Plans and Case Studies. However, there are still demands for more practical and frequent training, and to integrate these intentionalities into the role of the family in the educational process. Among the obstacles identified in the PPP, the lack of support from CEFAI, the scarcity of human resources and the fragility of public policies stand out.; Esta investigación tiene como objeto de estudio la formación continua del trío gestor y educadores, con énfasis en el Servicio Educativo Especializado en la Educación Infantil. Las preguntas de investigación son: ¿Cuáles son las necesidades formativas del trío de gestión y los educadores para la elaboración del estudio de caso y del Plan de SEA? ¿Cómo contribuye la formación ofrecida al trío de gestión y a los educadores a la elaboración del Estudio de Caso y el Plan? El objetivo general es verificar cómo la formación continua del trío de gestión y educadoras contribuye a la elaboración del estudio de caso y del Plan SEA. Los objetivos específicos son: verificar las necesidades formativas del trío de gestión y de los educadores para la elaboración del estudio de caso y del Plan SEA; analizar si la formación ofrecida al trío directivo y a los educadores contribuye a la elaboración del Estudio de Caso y del Plan SEA; preparación de un libro electrónico sobre el tema que estará disponible en el Departamento Municipal de Educación (SME). La tesis inicial es: muchos educadores de Educación Infantil se enfrentan a desafíos en la elaboración del Plan SEA y del Estudio de Caso para niños con discapacidad. Aunque bien estructurados, los documentos proporcionados por la SME no profundizan en este aspecto fundamental del trabajo con niños con discapacidad. La metodología es cualitativa, y el procedimiento de producción de datos incluyó formación para la preparación del Plan SEA y el Estudio de Caso, así como una entrevista semiestructurada con el responsable del trío y los educadores posteriores. Los datos se analizan a la luz del análisis interpretativo de Minayo, del cual surgieron seis categorías temáticas: falta de apoyo por parte de CEFAI; el papel de la familia en la escuela y la construcción de una educación inclusiva; formación continua sobre inclusión; los desafíos que enfrentan los directivos y educadores; el conocimiento de los participantes sobre el Plan SEA y el estudio de caso; falta de recursos humanos. El universo del estudio es un CEI, en la ciudad de São Paulo. El marco teórico se basa en las ideas de Mantoan, Odani, entre otros autores del área, además de documentos federales y municipales sobre inclusión. Los resultados muestran la concepción de la educación inclusiva adoptada por el equipo directivo como esencial para acoger a los niños con discapacidades y desarrollar prácticas que favorezcan su aprendizaje, así como la importancia de la educación continua para fortalecer acciones inclusivas y preparar Planes y Estudios de Caso SEA. Sin embargo, todavía existen demandas de una formación más práctica y frecuente, y de integrar estas intencionalidades en el papel de la familia en el proceso educativo. Entre los obstáculos identificados en el PPP destacan la falta de apoyo de CEFAI, la escasez de recursos humanos y la fragilidad de las políticas públicas. Instituição: Universidade Nove de Julho Tipo do documento: Tese 2026-04-30T00:00:00Z http://bibliotecatede.uninove.br/handle/tede/3995 Título: A gestão democrática em uma escola pública municipal da região metropolitana de São Paulo Autor: Barros, Dimas Daniel de Primeiro orientador: Teixeira, Rosiley Aparecida Abstract: The object of this research consists of the lived experience of the principles of democratic and participatory management within the context of the collegiate bodies of a municipal public school in the Metropolitan Region of São Paulo. The research is guided by the following triggering question: In what way does democratic management materialize in the daily life of a municipal school, and what are the points of tension and divergence between legal prescriptions and the effective participatory practice of its subjects? The general objective is to analyze how the collegiate bodies (School Council and Parent-Teacher Association) materialize the precepts of democratic and participatory management, confronting normative predictions with the dynamics of real participation in the school routine. As specific objectives, the study sought to: a) identify the alignment of the school unit's guidelines with the National and Municipal Education Plans; b) verify the regularity and parity of participation among different segments in the school collegiates; and c) describe the power dynamics and decision-making processes observed in the meetings of these instances. Methodologically, the study is based on a qualitative approach of an interpretive nature, utilizing document analysis and participant observation. Field immersion was facilitated by the researcher's professional role as an Education Supervisor, which allowed for the recording of organic perceptions in a field diary. The results reveal that, although the unit shows a high level of compliance with the legal framework and a harmonious and organized relational management, political participation in the collegiates is still in a stage of maturation. A "paper democracy" was observed, in which parity is formal but not functional, with the hegemony of discourse concentrated in the management team and, at times, the teaching staff. It is concluded that the silence of external members (parents and guardians) and the centrality of records in administrative and financial agendas evidence a tutored participation, indicating the challenge of transforming these spaces into arenas of authentic dialogue and pedagogical co-authorship. Instituição: Universidade Nove de Julho Tipo do documento: Dissertação 2026-03-22T00:00:00Z http://bibliotecatede.uninove.br/handle/tede/3985 Título: A formação docente no programa Diadema de Dandara e Piatã: contribuições para uma educação antirracista Autor: Moura, Gabriela Barbara Conceição de Primeiro orientador: Mafra, Jason Ferreira Abstract: This dissertation focuses on the teacher training process of male and female teachers designated to work in the Diadema de Dandara e Piatã Program within the municipal network of Diadema (SP), from 2022 to 2024. Stemming from this object of study, some concerns emerged that motivated and guided the development of this research: “How has the formative process contributed to the anti-racist awareness of the teachers designated for the Diadema de Dandara e Piatã Program?”. Based on this question, the general objective was to investigate the continuing education process of the Diadema de Dandara e Piatã Program, seeking to understand how it expands awareness about structural racism and the need for anti-racist praxis among the teachers involved. The specific objectives of the research included: (1) Describing and analyzing this training process; (2) Verifying whether the way this formative process develops favors or not the awareness of structural racism; and (3) Contributing to reflections on teacher training and education for ethnic-racial relations. The initial hypothesis is that the way the training is carried out has contributed to a growing understanding of structural racism and provided opportunities for the development of an education for ethnic-racial diversity, thereby contributing to the combat against racism. Methodologically, the empirical data collection was developed using a qualitative approach, employing the focus group data collection technique. The research universe was defined as the Dandara and Piatã Program itself, from 2022 to 2024, within the Education Department of the municipality of Diadema. The research subjects are the teachers assigned to the Dandara and Piatã Program from 2022 to 2024, as well as the training team responsible for this group during the same period. The research is developed from theoretical frameworks related to the field of emancipatory education and contemporary ethnic-racial discussions, including the works of Paulo Freire, bell hooks, Silvio Almeida, Dennis de Oliveira, Bas’ilele Malomalo, and Mogobe B. Ramose. This study concluded that the training program implemented by the Diadema de Dandara and Piatã Program during the period in question – which includes ongoing and systematic training marked by the encouragement of collaborative practices and teacher leadership – has substantially promoted the construction of anti-racist practices in the school environment, despite the enormous challenges that impact the school, this educational unit organically linked to a structurally racist Brazilian society. Instituição: Universidade Nove de Julho Tipo do documento: Dissertação 2025-12-19T00:00:00Z