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Revista Diálogo Educacional

versión impresa ISSN 1518-3483versión On-line ISSN 1981-416X


PORTILHO, Evelise Maria Labatut; MATTOS, Hilda Maria Zanetti Heller de  y  CRUZ, Juliana Boff Aramayo. O desafio de pesquisar a educação infantil: limites e possibilidades. Rev. Diálogo Educ. [online]. 2011, vol.11, n.32, pp.123-142. ISSN 1981-416X.

The present article reports the initial data of the pilot research “Learning and knowledge in the educational action” based on the results gotten from a private early childhood education school in Curitiba, PR. the early childhood education is a part in the educational process in which children take active part in their own learning and development, starring the building of knowledge. Understanding that the teacher plays an important role in this stage of the child’s development and learning, it was decided to study the social and professional responsibility of these teachers, intending to make them perceive themselves as professionals of education, acting as researchers of their own educational practice. It was chosen to use as research methods: interviews with teachers, student’s parents and school staff ; children’s and teachers’ diaries; observation of school educational environment; Honey-Alonso’s Learning Styles Questionnaire; Portilho-Beltrami Inventory; and also reports about reflexive meetings during the process of mentioned methods implementation. The data indicate that the professional view those teachers have of themselves is based in the merely assistant care, revealing the dichotomy between teach/take care. On the other hand, the social idea that the community has of those teachers has already presented a change, with the significant increase in teacher’s education (graduation) associated with the caring as an inherent attitude of human being. The development of the teacher as a researcher is still a challenge, being necessary to develop the reflexive practice in the daily teaching practice.

Palabras clave : Early Childhood Education; Learning; Professional and Social Representation.

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