Banca de QUALIFICAÇÃO: MILENA ALVES TEIXEIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MILENA ALVES TEIXEIRA
DATE: 09/06/2023
TIME: 13:00
LOCAL: Web conferência
TITLE:

CREATIVE LEARNING IN EARLY CHILDREN'S EDUCATION: POSSIBILITIES AND CHALLENGES IN DAILY PRACTICE IN MAKERS' ACTIONS AT A CHILDREN'S CENTER IN PARNAMIRIM/RN.

KEY WORDS:

Keywords: Creative Learning. Maker Culture. Teaching Practice. Child education.

 

PAGES: 63
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

Early childhood education is an educational modality that has been establishing space in the field of pedagogical research over the last few years. Many of these questions are fueled by the attentive reflection of the day-to-day of this stage, which is increasingly complex and challenging for educators who constantly need to seek innovative didactic solutions to meet the demands that emerge from the everyday contingent. This is the dynamic of the group of teachers from the Francisca Reinaldo de Oliveira Fernandes Children's Center, which is part of the municipal network of Parnamirim, in the metropolitan region of Natal, RN, a group that is always attentive to what it does, in search of new possibilities that meet the daily dynamics. and of its time, it already perceives the need to review its practices and its pedagogical proposal for actions that support and value children's ideas, favoring their protagonism. In this sense, what methodological contributions can expand the possibilities of creation and imagination in the daily life of early childhood education from the implementation of creative learning, with and without the use of digital technologies in this educational unit? For this, this research seeks to identify the access and use of materials and didactic resources by the pedagogical team of the early childhood education unit and its relations with the practice in the implementation of the creative learning strategy; promote selection processes to identify materiality potentialities that meet the demands of creative learning; implement maker spaces that support children's exploration and creative thinking in the daily practices of the unit and analyze the impact of these spaces on the teachers' conceptions in the course of implementing the creative learning strategy and how it influences the quality of the pedagogical work by the teachers of this educational unit by through the contributions of Resnick's proposal (2019) on Creative Learning, on Creativity by Eunice Soriano de Alencar (2003) and on Teacher Creativity by Albertina Mitjáns Martinez (2006), as well as contributions by Vygotsky (1934) on imagination and creation in childhood. As the research will emphasize the implementation of creative strategies in maker actions, we are anchored in Papert (1985), Blikstein (2017) and Freire (1996) in dialogue with Childhood Pedagogies (Froebel, 1952; Dewey 1952; Freinet, 1966; Vygotsky, 1934; Malaguzzi, 1994) to investigate the do-it-yourself culture (DIY - Do It Yourself), or even "maker culture" and its impact on the development of children's creative potential, focusing on teaching practice as an enabler of children's creativity. In this investigation, we will use nuances of Thiollent action research (2011) in a practical way and based on collective self-reflection. Due to its collaborative character, it is a facilitating methodology to accompany the pedagogical team in the process of implementing the creative learning approach and maker actions in the search for a more reflective practice based on the context. The research's technical procedures will be based on the use of interviews, study groups with bibliographical research and case studies for reflection on the practices emanating during the process of implementing creative learning strategies and organizing interactive spaces. As a product of recording the journey, we will carry out the editorial production in ebook format for the socialization of the perspectives of the professionals involved with the reflective process on the implementation of maker practices and creativity enhancers. In addition to an on-the-job teaching activity training course for other early childhood education teachers in the municipal network of Parnamirim/RN, as a way to promote environments for socialization and sharing. With the execution of the proposal, we believe it is an excellent opportunity for the pedagogical team of the Centro Infantil Municipal Professora Francisca Reinaldo de Oliveira Fernandes in Parnamirim/RN, as it will add new experiences and knowledge to reflective postures in relation to innovative pedagogical practices, as well as the entire educational community as it will draw on the results obtained throughout the implementation process and the research, re-signifying the idea of possibilities of pedagogical work in an institution of early childhood education. This study also intends to expand the teaching repertoire to the possibilities of organization, innovation and visibility of pedagogical practices, based on the implementation of active methodologies, even at this stage of teaching with all its specificities, which contributes to the processes reflections of the teams and their constant improvement in pedagogical practices of the new times, raising the quality of the pedagogical work with the children and the educational community.

COMMITTEE MEMBERS:
Presidente - ***.287.084-** - AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI - UFRN
Interno - 2459504 - AQUILES MEDEIROS FILGUEIRA BURLAMAQUI
Interno - 1802327 - SANDRO DA SILVA CORDEIRO
Externa ao Programa - 1753896 - ZULMARA VIRGINIA DE CARVALHO - UFRN