Music is a form of language that can develop skills that will be of fundamental importance for the child's development. In the school routine, music as an area of knowledge, with specific language characteristics, can expand knowledge through musical activities developed in the classroom, as it is within it that mediations and exchanges of experiences take place that help so much in the development child's cognitive function. Thus, it is necessary to demystify the idea that music at school is at the service of school calendar presentations / celebrations. Therefore, this research aimed to analyze the importance of music in early childhood education through the eyes of the teacher who works in this segment. The research collaborators were teachers at a public school in the municipality of Campo Verde - MT that attends early childhood education. Therefore, the research was carried out under a qualitative approach and the procedures adopted were field research, as well as bibliographic research. Content analysis was the technique used to perform the data analysis. Thus, it was concluded that music in early childhood education is an important and necessary tool for the development of cognitive, linguistic, psychomotor and socio-affective aspects, in addition to enabling the acquisition of new knowledge in a pleasant and fun environment, where the child feels stimulated and provoked to get involved and develop.
With this scientific investigation we aimed to understand if the children, in the phase previous to the Complex of Oedipus, evidences discriminations in the relations of genera and sexuality that indicates the way of being girl or boy. Following the type of action research, we look for elements present in the teachers' discourses and alternatives for the understanding of pedagogical impasses. The following methods were used: inductive and case study; because the problem was investigated from the intended objectives. The techniques of data collection were through interviews with structured topics with questions open to teachers, and student observation. To analyze the data, a qualitative interpretative approach was adopted in a discussion of the empirically obtained data interpreting its results with the contributions of theoretical authors. The result of this investigation was the one where the children showed discrimination in the relations of gender and sexuality after the third and fourth year of life, leaving this evident in the observation of their behavior, in the relationships they establish and in the teacher's eyes. It is concluded that in addition to the taboo, the resistance, and the lack of control over the subject, there are difficulties to find theoretical and methodological alternatives to deal with these themes with coherence, without trauma and without prejudice, because they demonstrate an adultcentric and heteronormative understanding.
This article refers to an investigation developed from a project applied to a class of students in the 5th year of elementary school, with the aim of understanding the importance of the rules of coexistence and respect, with a view to the development and improvement of understanding of skills through playful strategies. This project sought to emphasize improvements in the teaching-learning process through the game of marbles, as well as enabling socialization mechanisms for those who had relationship difficulties, both inside and outside the classroom. To this end, a regiment was drafted together, containing the rules for each phase of the work, and, in detail, the nuances pertinent to the execution of activities, since there were some students in that class who had relationship difficulties, which end up interfering in the concentration, production, understanding and resolution of activities. The work is of a qualitative nature, using the technique of observation and bibliographic research. At the end of the aforementioned project and on-site observations, it was concluded that satisfactory results were achieved, as it was found that play is a serious thing, and as simple as it is if directed, planned and organized, it can be a great device for development students' teaching-learning and socialization process.
ResumoEm nome de muitos “modismos” pedagógicos se sacrifica a infância com práticas inadequadas à fase da criança, desrespeitando seu modo de ser e sua linguagem própria, que é o brincar. Este artigo resulta de uma pesquisa realizada no Centro Educacional Amerecilda Conceição Fernandes Rezende, no município de Campo Verde (MT), com o objetivo de averiguar na percepção dos pais a importância que estes atribuem para o ensino da linguagem escrita e do brincar na Educação Infantil. Discute-se na problemática se há pressão por parte dos pais para que os professores iniciem o ensino da linguagem escrita nas fases de Pré I, II e III (4 a 6 anos) e se os professores sentem ou não tal pressão. Nesta trajetória se buscou traduzir a posição dos pais a respeito do problema, bem como o posicionamento dos professores. A metodologia considerada nesta investigação é de natureza aplicada, com uma abordagem quantitativa, no sentido de quantificar os dados e qualitativa no sentido de explicar a realidade pesquisada. Quanto aos objetivos é descritiva, e quanto aos procedimentos técnicos se caracteriza como pesquisa de campo. Os dados foram coletados mediante a aplicação de questionário com uma amostra de cinquenta e quatro pais e entrevistas coletivas e individuais com sete professores. Ao finalizar a pesquisa, conclui-se que há uma pressão implícita, por parte dos pais, e que os professores sentem essa pressão de várias fontes, até mesmo deles próprios. Palavras-chave: Cuidar. Educar. Ensinar. AbstractIn the name of many pedagogical “fads”, childhood is sacrificed with practices inappropriate to the child's stage, disrespecting their way of being and their own language, which is playing. This article is the result of a research carried out at Centro Educacional Amerecilda Conceição Fernandes Rezende, in the municipality of Campo Verde (MT), with the aim of ascertaining in the parents' perception the importance they attach to the teaching of written language and playing in early childhood education. . The issue is discussed whether there is pressure on the parents’ part for teachers to start teaching written language in the Pre I, II and III phases (4 to 6 years) and whether or not teachers feel such pressure. In this trajectory, it was sought to translate the parents 'position regarding the problem, as well as the teachers' position. The methodology considered in this investigation is of an applied nature, with a quantitative approach, in order to quantify the data and qualitative in order to explain the researched reality. As for the objectives, it is descriptive, and for technical procedures, it is characterized as field research. Data were collected through the application of a questionnaire with a sample of fifty-four parents and collective and individual interviews with seven teachers. At the end of the research, it is concluded that there is an implicit pressure from parents and that teachers feel this pressure from several sources, even from themselves. keywords: Caring. Educating. Teaching
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