Navegando por Autor "Oliveira, Paula Fernanda Schimith de"

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    Dissertação
    O espaço geográfico na educação infantil: uma proposta de ensino
    (Universidade Estadual do Norte do Paraná, 2025) Oliveira, Paula Fernanda Schimith de; Passos, Marinez Meneghello; http://lattes.cnpq.br/3275252597631249; Passos, Marinez Meneghello; http://lattes.cnpq.br/3275252597631249; Corrêa, Hugo Emmanuel da Rosa; http://lattes.cnpq.br/6369936810327186; Corrêa, Nancy Nazareth Gatzke; http://lattes.cnpq.br/4389933557301493
    The present research aimed to investigate the official documents that guide Early Childhood Education, specifically the RCNEI (Brazil, 1998), DCNEI (Brazil, 2010), BNCC (Brazil, 2018) and RCNP (Paraná, 2018) and in interviews with Early Childhood Education teachers, what were the similarities and differences between what the documents recommend and how teachers actually teach in Municipal Early Childhood Education Centers (CMEIs) about teaching geographic space. The teachers were asked: How did they work with the field of experience proposed in the BNCC, called Time, Space, Quantity, Relationship, and Transformation? What activities did these teachers propose to the children and carry out with them? The research used a qualitative approach, including bibliographical analysis, document analysis, Bardin’s Content Analysis (2021), and interviews. Data collection was conducted through federal and state documents and semi-structured interviews with two active Early Childhood Education teachers. The data wer analyzed and interpreted using a set of Content Analysis techniques. The methodological procedures comprised five steps. In the first step, we included some explanations related to qualitative research, and then we conducted surveys based on the Systematic Review of Literature and considering that the purpose of this research was to highlight what had been published regarding the teaching of geographic space in Early Childhood Education, we decided to conduct a systematic review inspired by the methodology proposed by Okoli (2019). The third step was to analyze the interviews with Early Childhood Education teachers, seeking evidence about their perceptions on the subject and their intentional pedagogical practices. In the fourth step, we organized and interpreted the findings disseminated through Content Analysis. From there, as a fifth step, we developed categories emerging from the analysis of four tables organized by information about the word “space” found in the documents used as guidelines. Supported by these studies, we continued developing the Guide, considering our professional experience in Early Childhood Education and initial conversations with two teachers. Finally, we present the results of the data analysis – the intersection between the documents, the interviews with teachers, our proposed Guide, and the teacher’s comments. We also present our final considerations and future possibilities for the work we have developed thus far. After the investigation, we identified that all the documents present and recommend knowledge related to teaching about geographic space. We also observed that pedagogically, by teachers, allowing the inference that there is a gap between what is recommended by the guiding documents for Early Childhood Education and the pedagogical practices in the CMEIs, teaching about geographic space is little explored and little developed. However, the activities proposed in the guide, according to teachers’ perceptions and opinions, demonstrate close alignment with the guidelines in the documents. Thus, this dissertation proposes, through an Educational Technical Production, a Guide for Teachers, containing theoretical and practical elements for teaching about geographic space.
  • Imagem de Miniatura
    Produto educacional
    Um guia para o Ensino sobre o espaço geográfico na Educação Infantil
    (Universidade Estadual do Norte do Paraná, 2025) Oliveira, Paula Fernanda Schimith de; Passos, Marinez Meneghello; http://lattes.cnpq.br/3275252597631249
    The present research aimed to investigate the official documents that guide Early Childhood Education, specifically the RCNEI (Brazil, 1998), DCNEI (Brazil, 2010), BNCC (Brazil, 2018) and RCNP (Paraná, 2018) and in interviews with Early Childhood Education teachers, what were the similarities and differences between what the documents recommend and how teachers actually teach in Municipal Early Childhood Education Centers (CMEIs) about teaching geographic space. The teachers were asked: How did they work with the field of experience proposed in the BNCC, called Time, Space, Quantity, Relationship, and Transformation? What activities did these teachers propose to the children and carry out with them? The research used a qualitative approach, including bibliographical analysis, document analysis, Bardin’s Content Analysis (2021), and interviews. Data collection was conducted through federal and state documents and semi-structured interviews with two active Early Childhood Education teachers. The data wer analyzed and interpreted using a set of Content Analysis techniques. The methodological procedures comprised five steps. In the first step, we included some explanations related to qualitative research, and then we conducted surveys based on the Systematic Review of Literature and considering that the purpose of this research was to highlight what had been published regarding the teaching of geographic space in Early Childhood Education, we decided to conduct a systematic review inspired by the methodology proposed by Okoli (2019). The third step was to analyze the interviews with Early Childhood Education teachers, seeking evidence about their perceptions on the subject and their intentional pedagogical practices. In the fourth step, we organized and interpreted the findings disseminated through Content Analysis. From there, as a fifth step, we developed categories emerging from the analysis of four tables organized by information about the word “space” found in the documents used as guidelines. Supported by these studies, we continued developing the Guide, considering our professional experience in Early Childhood Education and initial conversations with two teachers. Finally, we present the results of the data analysis – the intersection between the documents, the interviews with teachers, our proposed Guide, and the teacher’s comments. We also present our final considerations and future possibilities for the work we have developed thus far. After the investigation, we identified that all the documents present and recommend knowledge related to teaching about geographic space. We also observed that pedagogically, by teachers, allowing the inference that there is a gap between what is recommended by the guiding documents for Early Childhood Education and the pedagogical practices in the CMEIs, teaching about geographic space is little explored and little developed. However, the activities proposed in the guide, according to teachers’ perceptions and opinions, demonstrate close alignment with the guidelines in the documents. Thus, this dissertation proposes, through an Educational Technical Production, a Guide for Teachers, containing theoretical and practical elements for teaching about geographic space.