Pedagogia da imagem: a leitura iconográfica do mundo pela infância
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Nove de Julho
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Palavras-chave em Espanhol: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bibliotecatede.uninove.br/handle/tede/3063 |
Resumo: | This research has as its object the contributions of images reading to the learning of 5-years-old children, covering the cognitive, affective and psychomotor domains, according to Benjamin Bloom’s taxonomy. It investigates the experience of images reading in public schools in a metropolitan region of São Paulo. Considering that images are available in contemporary society and influence children in different ways, answers were sought to the following questions: How is the reading of images, in Early Childhood Education worked? Do practices enhance learning, or are they merely reproductive activities? What skills and competences are stimulated? With this, it is essential to rethink what relationships, dialogues and proposals are being offered to children’s curiosity, questions and discoveries. The reading of images from the perspective of meaningful reading of the world was discussed, since this practice brings important elements for children to communicate, express themselves, reflect and expand the possibilities of understanding themselves and the world around them. From a theoretical-methodological point of view, this thesis was based on some of Freire’s categories: curiosity, dialogue, reading the world and awareness. The concepts of Early Childhood Education, image, image reading were discussed, with contributions from Lev Semenovich Vygotsky, Régis Debray, José Eustáquio Romão and Ana Mae Barbosa. The investigation, of a quantitative-qualitative nature, began with the survey of opinion trends, based on the Likert Scale, with teachers and children, defining the experimental and control universes. In the in-depth research, semi-structured interviews were carried out with the children and the teachers and, finally, with the children, Paulo Freire’s foundations were used in his Culture Circles, reinvented and named Epistemological Circles, as a research methodology, according to with Romão. The investigation confirmed the hypothesis and demonstrated how children are able to build knowledge in the face of the regularity of emancipatory practices, such as images reading, reaching the point of exceeding the expectations of the educational objectives, provided for in Bloom’s taxonomy. |
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Romão, José EustáquioRomão, José Eustáquiohttp://lattes.cnpq.br/2437995413705861Silva, Marta Regina Paulo dahttp://lattes.cnpq.br/7145831589734229Almeida, Cleide Rita Silvério dehttp://lattes.cnpq.br/8590883289472447Sanches, Emilia Maria Bezerra Cipriano Castrohttp://lattes.cnpq.br/1621685976264300Fusaro, Marcia do Carmo Felisminohttp://lattes.cnpq.br/9530154078991445http://lattes.cnpq.br/2437995413705861Veronesi, Valquiria Bertuzzi2022-10-13T21:36:21Z2022-03-30Veronesi, Valquiria Bertuzzi. Pedagogia da imagem: a leitura iconográfica do mundo pela infância. 2022. 241 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo .http://bibliotecatede.uninove.br/handle/tede/3063This research has as its object the contributions of images reading to the learning of 5-years-old children, covering the cognitive, affective and psychomotor domains, according to Benjamin Bloom’s taxonomy. It investigates the experience of images reading in public schools in a metropolitan region of São Paulo. Considering that images are available in contemporary society and influence children in different ways, answers were sought to the following questions: How is the reading of images, in Early Childhood Education worked? Do practices enhance learning, or are they merely reproductive activities? What skills and competences are stimulated? With this, it is essential to rethink what relationships, dialogues and proposals are being offered to children’s curiosity, questions and discoveries. The reading of images from the perspective of meaningful reading of the world was discussed, since this practice brings important elements for children to communicate, express themselves, reflect and expand the possibilities of understanding themselves and the world around them. From a theoretical-methodological point of view, this thesis was based on some of Freire’s categories: curiosity, dialogue, reading the world and awareness. The concepts of Early Childhood Education, image, image reading were discussed, with contributions from Lev Semenovich Vygotsky, Régis Debray, José Eustáquio Romão and Ana Mae Barbosa. The investigation, of a quantitative-qualitative nature, began with the survey of opinion trends, based on the Likert Scale, with teachers and children, defining the experimental and control universes. In the in-depth research, semi-structured interviews were carried out with the children and the teachers and, finally, with the children, Paulo Freire’s foundations were used in his Culture Circles, reinvented and named Epistemological Circles, as a research methodology, according to with Romão. The investigation confirmed the hypothesis and demonstrated how children are able to build knowledge in the face of the regularity of emancipatory practices, such as images reading, reaching the point of exceeding the expectations of the educational objectives, provided for in Bloom’s taxonomy.Esta investigación tiene como objeto los aportes de la lectura de imágenes al aprendizaje de niños de 5 años, abarcando los dominios cognitivo, afectivo y psicomotor según la taxonomía de Benjamin Bloom. Investiga la experiencia de lectura de imágenes en escuelas públicas de una región metropolitana de São Paulo. Considerando que las imágenes están disponibles en la sociedad contemporánea e influyen en los niños de diferentes maneras, se buscaron respuestas a las siguientes preguntas: ¿Cómo se trabaja la lectura de imágenes en Educación Infantil? ¿Las prácticas mejoran el aprendizaje o son simplemente actividades reproductivas? ¿Qué habilidades y competencias se estimulan? Con esto, es fundamental repensar qué relaciones, diálogos y propuestas se están ofreciendo a la curiosidad, las preguntas y los descubrimientos de los niños. Se discutió la lectura de imágenes desde la perspectiva de la lectura significativa del mundo, ya que esta práctica trae elementos importantes para que los niños se comuniquen, se expresen, reflexionen y amplíen las posibilidades de comprensión de sí mismos y del mundo que los rodea. Desde un punto de vista teórico-metodológico, esta tesis se basó en algunas de las categorías de Freire: curiosidad, diálogo, lectura del mundo y conciencia. Se discutieron los conceptos de Educación Infantil, imagen, lectura de imágenes, con aportes de Lev Semonovich Vigotski, Régis Debray, José Eustáquio Romão y Ana Mae Barbosa. La investigación, de carácter cuantitativo-cualitativo, se inició con el levantamiento de tendencias de opinión, con base en la Escala de Likert, con docentes y niños, definiendo los universos experimental y de control. En la investigación en profundidad se realizaron entrevistas semiestructuradas con los niños y las maestras y, finalmente, a los niños se utilizaron los fundamentos de Paulo Freire en sus Círculos de Cultura, reinventados y denominados Círculos Epistemológicos, como metodología de investigación, según con Romão. La investigación confirmó la hipótesis y demostró cómo los niños son capaces de construir conocimientos frente a la regularidad de las prácticas emancipatorias, como la lectura de imágenes, llegando a superar las expectativas de los objetivos educativos, previstos en la taxonomía de Bloom.Esta pesquisa tem como objeto as contribuições da leitura de imagens para a aprendizagem de crianças de cinco anos de idade, abrangendo os domínios cognitivos, afetivos e psicomotores, de acordo com a taxionomia de Benjamin Bloom. Investiga a vivência da leitura de imagens em escolas públicas de uma região metropolitana de São Paulo. Considerando que as imagens estão disponíveis na sociedade contemporânea e influenciam, de diferentes formas, as crianças, buscou-se respostas para as seguintes questões: Como é trabalhada a leitura de imagens nas escolas de Educação Infantil do universo pesquisado? As práticas potencializam as aprendizagens, ou são atividades meramente reprodutivas? Quais habilidades e competências são estimuladas? Com isso, é fundamental repensar quais relações, diálogos e propostas estão sendo oferecidas à curiosidade, questionamentos e descobertas das crianças. A leitura de imagens sob a perspectiva da leitura significativa de mundo foi discutida, uma vez que essa prática traz elementos importantes para a criança comunicar-se, expressar-se, refletir e ampliar as possibilidades de entendimento de si e do mundo que a cerca. Do ponto de vista teórico-metodológico, esta tese fundamentou-se em algumas categorias de Freire: curiosidade, diálogo, leitura de mundo e conscientização. As concepções de Educação Infantil, imagem, leitura de imagem foram discutidas, contando ainda com as contribuições de Lev Semenovich Vigotski, Régis Debray, José Eustáquio Romão e Ana Mae Barbosa. A investigação, de cunho quanti-qualitativo, iniciou-se com o inquérito de tendência de opinião, baseados na Escala Likert, com as professoras e as crianças, definindo os universos experimental e o de controle. Na pesquisa em profundidade, foram realizadas entrevistas semi-estruturadas com as crianças e as professoras e, finalmente, com as crianças, recorreu-se aos fundamentos de Paulo Freire em seus Círculos de Cultura, reinventados e nomeados Círculos Epistemológicos, como metodologia de pesquisa, de acordo com Romão. A investigação confirmou a hipótese e demonstrou como as crianças são capazes de construir conhecimentos diante da regularidade e da maneira como as práticas emancipatórias são desenvolvidas, como a leitura significativa de imagens, chegando a superar as expectativas dos objetivos educacionais, previstos na taxionomia de Bloom.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2022-10-13T21:36:21Z No. of bitstreams: 1 Valquiria Bertuzzi Veronesi.pdf: 6002748 bytes, checksum: 94b54da963dbdf447677f33969285ad5 (MD5)Made available in DSpace on 2022-10-13T21:36:21Z (GMT). No. of bitstreams: 1 Valquiria Bertuzzi Veronesi.pdf: 6002748 bytes, checksum: 94b54da963dbdf447677f33969285ad5 (MD5) Previous issue date: 2022-03-30application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãoaprendizagemeducaçãoinfâncialeituraimagemlearningeducationchildhoodreadingimageaprendizajeeducacióninfancialeerimagenCIENCIAS HUMANAS::EDUCACAOPedagogia da imagem: a leitura iconográfica do mundo pela infânciaImage pedagogy: the iconographic reading of the world by childinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALValquiria Bertuzzi Veronesi.pdfValquiria Bertuzzi Veronesi.pdfapplication/pdf6002748http://localhost:8080/tede/bitstream/tede/3063/2/Valquiria+Bertuzzi+Veronesi.pdf94b54da963dbdf447677f33969285ad5MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/3063/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/30632022-10-13 18:36:21.956oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2022-10-13T21:36:21Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Pedagogia da imagem: a leitura iconográfica do mundo pela infância |
dc.title.alternative.eng.fl_str_mv |
Image pedagogy: the iconographic reading of the world by child |
title |
Pedagogia da imagem: a leitura iconográfica do mundo pela infância |
spellingShingle |
Pedagogia da imagem: a leitura iconográfica do mundo pela infância Veronesi, Valquiria Bertuzzi aprendizagem educação infância leitura imagem learning education childhood reading image aprendizaje educación infancia leer imagen CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pedagogia da imagem: a leitura iconográfica do mundo pela infância |
title_full |
Pedagogia da imagem: a leitura iconográfica do mundo pela infância |
title_fullStr |
Pedagogia da imagem: a leitura iconográfica do mundo pela infância |
title_full_unstemmed |
Pedagogia da imagem: a leitura iconográfica do mundo pela infância |
title_sort |
Pedagogia da imagem: a leitura iconográfica do mundo pela infância |
author |
Veronesi, Valquiria Bertuzzi |
author_facet |
Veronesi, Valquiria Bertuzzi |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Romão, José Eustáquio |
dc.contributor.referee1.fl_str_mv |
Romão, José Eustáquio |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2437995413705861 |
dc.contributor.referee2.fl_str_mv |
Silva, Marta Regina Paulo da |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7145831589734229 |
dc.contributor.referee3.fl_str_mv |
Almeida, Cleide Rita Silvério de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8590883289472447 |
dc.contributor.referee4.fl_str_mv |
Sanches, Emilia Maria Bezerra Cipriano Castro |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1621685976264300 |
dc.contributor.referee5.fl_str_mv |
Fusaro, Marcia do Carmo Felismino |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/9530154078991445 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2437995413705861 |
dc.contributor.author.fl_str_mv |
Veronesi, Valquiria Bertuzzi |
contributor_str_mv |
Romão, José Eustáquio Romão, José Eustáquio Silva, Marta Regina Paulo da Almeida, Cleide Rita Silvério de Sanches, Emilia Maria Bezerra Cipriano Castro Fusaro, Marcia do Carmo Felismino |
dc.subject.por.fl_str_mv |
aprendizagem educação infância leitura imagem |
topic |
aprendizagem educação infância leitura imagem learning education childhood reading image aprendizaje educación infancia leer imagen CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
learning education childhood reading image |
dc.subject.spa.fl_str_mv |
aprendizaje educación infancia leer imagen |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research has as its object the contributions of images reading to the learning of 5-years-old children, covering the cognitive, affective and psychomotor domains, according to Benjamin Bloom’s taxonomy. It investigates the experience of images reading in public schools in a metropolitan region of São Paulo. Considering that images are available in contemporary society and influence children in different ways, answers were sought to the following questions: How is the reading of images, in Early Childhood Education worked? Do practices enhance learning, or are they merely reproductive activities? What skills and competences are stimulated? With this, it is essential to rethink what relationships, dialogues and proposals are being offered to children’s curiosity, questions and discoveries. The reading of images from the perspective of meaningful reading of the world was discussed, since this practice brings important elements for children to communicate, express themselves, reflect and expand the possibilities of understanding themselves and the world around them. From a theoretical-methodological point of view, this thesis was based on some of Freire’s categories: curiosity, dialogue, reading the world and awareness. The concepts of Early Childhood Education, image, image reading were discussed, with contributions from Lev Semenovich Vygotsky, Régis Debray, José Eustáquio Romão and Ana Mae Barbosa. The investigation, of a quantitative-qualitative nature, began with the survey of opinion trends, based on the Likert Scale, with teachers and children, defining the experimental and control universes. In the in-depth research, semi-structured interviews were carried out with the children and the teachers and, finally, with the children, Paulo Freire’s foundations were used in his Culture Circles, reinvented and named Epistemological Circles, as a research methodology, according to with Romão. The investigation confirmed the hypothesis and demonstrated how children are able to build knowledge in the face of the regularity of emancipatory practices, such as images reading, reaching the point of exceeding the expectations of the educational objectives, provided for in Bloom’s taxonomy. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-10-13T21:36:21Z |
dc.date.issued.fl_str_mv |
2022-03-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Veronesi, Valquiria Bertuzzi. Pedagogia da imagem: a leitura iconográfica do mundo pela infância. 2022. 241 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo . |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/3063 |
identifier_str_mv |
Veronesi, Valquiria Bertuzzi. Pedagogia da imagem: a leitura iconográfica do mundo pela infância. 2022. 241 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo . |
url |
http://bibliotecatede.uninove.br/handle/tede/3063 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
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dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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dc.publisher.none.fl_str_mv |
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dc.publisher.program.fl_str_mv |
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dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
_version_ |
1797250769622138880 |