The contribution of child education on the social skills’ repertory of children of 4 and 5 years old
| Autor: | Vieira, Sara Tannus, Kraemer, Celso |
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| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Revista Tempos e Espaços em Educação; v. 15 n. 34 (2022): Publicação Contínua; e17244 Revista Tempos e Espaços em Educação; Vol. 15 No. 34 (2022): Publicação Contínua; e17244 Revista Tempos e Espaços em Educação; Vol. 15 Núm. 34 (2022): Publicação Contínua; e17244 Revista Tempos e Espaços em Educação Universidade Federal de Sergipe (UFS) instacron:UFS |
| ISSN: | 2358-1425 |
| DOI: | 10.20952/revtee.v15i34.17244 |
| Popis: | The objective of this study is to comprehend the effects of the pedagogical proposals and socioeconomic contexts on the repertoire of social skills of children of 4 and 5 years old from two Child Education institutions, one public and one private from the city of Ipiaú-Bahia. The methodological path was inspired in exploratory and qualitative research. The data was generated through the analysis of the Political Pedagogical Project of each institution, field journal and semi structured interview. The informations generated through field and documental research, from the categories: Child Education, social skills and socioeconomic context allowed to know the potentialities, the gaps and the contradictions of the theme of social skills in Child Education in that context. The results of the researches indicate that the notion of social skills is relatively new in the area of education and less spread. As much in educational reality as in legislation, social skills, even not being recognized and worked as such are present in an indirect way. It was also verified that there is no distinction between the repertory of social skills from children enrolled in Child Education in distinct socioeconomic and pedagogic proposals. The repertory of social skills of the children is influenced by the familiar, educational and religious context, by the social support nets, and others. The objective of this study is to comprehend the effects of the pedagogical proposals and socioeconomic contexts on the repertoire of social skills of children of 4 and 5 years old from two Child Education institutions, one public and one private from the city of Ipiaú-Bahia. The methodological path was inspired in exploratory and qualitative research. The data was generated through the analysis of the Political Pedagogical Project of each institution, field journal and semi structured interview. The informations generated through field and documental research, from the categories: Child Education, social skills and socioeconomic context allowed to know the potentialities, the gaps and the contradictions of the theme of social skills in Child Education in that context. The results of the researches indicate that the notion of social skills is relatively new in the area of education and less spread. As much in educational reality as in legislation, social skills, even not being recognized and worked as such are present in an indirect way. It was also verified that there is no distinction between the repertory of social skills from children enrolled in Child Education in distinct socioeconomic and pedagogic proposals. The repertory of social skills of the children is influenced by the familiar, educational and religious context, by the social support nets, and others. El objetivo de este estudio es conocer los efectos de las propuestas pedagógicas y de los contextos socioeconómicos en los repertorios de habilidades sociales de niños de 4 y 5 años de dos instituciones de Educación Infantil, una pública y otra privada, del municipio de Ipiaú-Bahia. El enfoque metodológico se inspiró en la investigación exploratoria y cualitativa. Los datos se generaron mediante el análisis del Proyecto Político Pedagógico de cada institución, el diario de campo y la entrevista semiestructurada. La información generada por la investigación de campo y documental, desde las categorías Educación Infantil, habilidades sociales y contexto socioeconómico, permitió conocer potencialidades, vacíos y contradicciones del tema de las habilidades sociales en la Educación Infantil en ese contexto. Los resultados de la investigación indican que la noción de habilidades sociales es relativamente nueva en el ámbito de la educación y no está muy extendida. Tanto en la realidad educativa como en la legislación, las habilidades sociales, aun no siendo conocidas ni trabajadas como tales, están presentes de forma indirecta. También se verificó que no hay distinción en cuanto al repertorio de habilidades sociales de los niños matriculados en Educación Infantil en diferentes contextos socioeconómicos y propuestas pedagógicas. El repertorio de habilidades sociales de los niños está influenciado por el contexto familiar, educativo, religioso y las redes de apoyo social, entre otros. |
| Databáze: | OpenAIRE |
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