Banca de QUALIFICAÇÃO: Ana Caroline Freitas de Almeida

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : Ana Caroline Freitas de Almeida
DATE: 05/12/2022
TIME: 09:00
LOCAL: virtual
TITLE:

BETWEEN THE EARLY EDUCATION PROGRAM AND EARLY CHILDHOOD EDUCATION: TEACHERS' PERSPECTIVE

KEY WORDS:

Early Education. Child education. Subjectivity. Transition

PAGES: 50
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The EARLY EDUCATION PROGRAM offered by the State Department of Education of the Federal District, SEEDF, is the only program offered by a public education system in Brazil, in which babies and children from 0 to 3 years old with different physical and cognitive conditions participate. From the medical referral of a baby with some, syndrome, different behavior, long hospitalization period premature birth, among other possibilities, Early Education receives and evaluates the possibilities of interventions with these babies, whether or not they enroll them. Before completing 4 years of age, many children leave Early Education and go to inclusive Early Childhood Education in the SEEDF itself. The insertion of these students in the school world happened practically from his birth, since the Early Education program is not a therapy, but an educational intervention. This familiarity with the school context is seen by the program as a facilitator of this transition process for children. And the kindergarten teachers, how do they receive them? How are these children seen, when entering Early Childhood Education, already have a characteristic: “they come from precocious” or “they went through precocious”. Children receive these adjectives and we seek to understand here what implications they have on the teacher. The main objective of this work is to understand the subjective productions of a group of teachers who participate directly in this process: teachers in the initial phase of Early Childhood Education who receive children coming from Early Education Program. The Theory of Subjectivity, through Qualitative Epistemology, was the way found to understand this complex process of children's transition in conjunction with the subjective production of teachers who receive them in Early Childhood Education. The study of this process of student transition from Early Education Program to Early Childhood Education from the perspective of the subjective productions of the teachers who receive them can encourage reflection on the practices adopted in search of a healthy transition for both children and professionals.

BANKING MEMBERS:
Externa à Instituição - ALEXANDRA AYACH ANACHE - UFMS
Presidente - 1516150 - CRISTINA MASSOT MADEIRA COELHO
Externa à Instituição - MARIA AURISTELA BARBOSA ALVES DE MIRANDA - SEEDF
Interna - 2673303 - SINARA POLLOM ZARDO