2010, vol. 59, br. 1, str. 130-144
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Narativni konstrukt slike o detetu u predškolskom programu
Narrative construct of the child image in preschool curriculum
Visoka škola strukovnih studija za obrazovanje vaspitača, Kikinda
e-adresa: lmiskeljin@eunet.rs
Sažetak
Opšte osnove predškolskog programa, kao kompleksan tekst, sadrže: ideje i uverenja o detetu, procesu podučavanja i učenja, o vaspitaču i predškolskoj ustanovi. Ono što želimo da prikažemo ovim tekstom je razmatranje programa kao lingvističkih i semantičkih distinkcija koje vode našem razumevanju deteta u procesu podučavanja i učenja, koristeći se hermeneutikom i narativnom analizom. Sledeći hermeneutički krug probaćemo da prikažemo proces našeg razmišljanja (rekonstrukcije značenja pojmova koje uzimamo zdravo za gotovo - dete, cilj, sadržaj i razumevanje namera pripovedača/autora i njihovih očekivanja u odnosu na učesnike vaspitno-obrazovnog procesa) koji nas vodi do razumevanja slike o detetu i programskom dokumentu. Narativnom analizom istražićemo veze među elementima programa, kroz analizu strukture, konteksta i značenja koje treba da nas vodi kroz proces razumevanja odnosa narativa i slike o detetu. Ovde govorimo o semantici koncepcijskih oblika shvatanja deteta, i time želimo da ukažemo na pristup koji treba graditi u procesu vaspitanja i obrazovanja koji polazi od toga da je program 'potraga za značenjem' i 'stvaranje stvarnosti' (Bruner, 2000;23,33), da nije sam sebi svrha, već sredstvo za preispitivanje sopstvenih pedagoških modela i slika o detetu.
Abstract
General basic ideas contained in the preschool curriculum, being a complex text, contain: ideas and convictions about the child, the teaching and learning process, the educator and the preschool institution. What we want to present here is an unpretentious discussion, based on hermeneutics and narrative analysis, on the preschool curriculum from the aspect of linguistic and semantic distinctions, which led to our understanding of the child in the process of teaching and learning. Following the principle of the hermeneutic circle we are going to try to present the process of our thinking (reconstruction of meanings which we take for granted - the child, aim, content and understanding the narrator/author's intentions and expectations related to the participants in the teaching/learning process). In our narrative analysis we are going to explore the connections between the elements of the programme by analyzing the structure, context and the meaning which should lead us through the process of understanding the relations between the narrative and the child image. The paper deals with the semantics of the conceptual forms of understanding the child and our intention is to propose the attitude we feel should be adopted in the educational process, the attitude which starts with the idea that the curriculum is 'a search for the meaning' and 'creation of reality' (Bruner, 2000:23, 33), that it is not there for itself, but is the means for re-examining our pedagogic models and child images.
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