Paisagens infantis: uma incursão pelas naturezas, linguagens e culturas das crianças

• Ano de defesa: 2011
• Autor(a) principal: Friedmann, Adriana
• Orientador(a): Rangel, Lucia Helena Vitali
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Ciências Sociais
• Departamento: Ciências Sociais
• País: BR
• Palavras-chave em Português: Crianças; Infância; Culturas infantis; Expressões não verbais; Brincar; Linguagens; Fenômeno lúdico
• Palavras-chave em Inglês: Children; Childhood; Child cultures; Nonverbal expressions; Play; Languages; Ludic phenomenon
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS
• Link de acesso: https://tede2.pucsp.br/handle/handle/3284

This thesis, anchored in concepts of the Anthropology of Childhood, has as its object of study, a series of children multicultural events and children's groups, belonging to different ages, socioeconomic and cultural contexts, expressed within the Brazilian territory. The selection excelled for the diversity of its expressions, pictorial images, playful spontaneous episodes, plastic productions, sayings, stories, imagination and other forms. The collection was made possible by material obtained from different sources: two surveys carried out among children in a Journal of São Paulo; a documentary about games in different cultural contexts; a project to encourage children's expression through art developed in educational and non-formal institutions. The theoretical references that based conceptions of childhood and multiculturalism have been given by Cohn, Sarmento, Qvortrup, Corsaro, Hardman, among the most significant. The analysis of the productions, was a reflective and sensitive incursion into expressive and intricate children worlds , enabled by the concept that different events can disrupt children's rigid structures and soar higher, allowing them to create culture, and that express subtle aspects of the identities involved. To this end, the work entered the fields of anthropology, philosophy, psychology, art and education and dialogue with various theoretical sources, including Morin, Deleuze, Durand, Bachelard, Jung, Ariel, Bauman, Ostrower. The reading done was guided by the idea of circularity between knowledge production and sensitivity among theorists, philosophers, artists and children, between observer and observed public, considered in the totality of their existence. The objective was to try and propose readings in circular paths of observation, listening and reading of children's worlds, in search of a better understanding of appropriate language and verbal and nonverbal expressions of children and their childhood, lived in conditions of post- modernity. In this sense, this study aimed to revive the dialogue between anthropology and education, pointing to the need for immersion in children´s universe, in educator s ludic literacy and their constant self-development, so that they can reframe the educational proposals from children, seen in their contexts. This thesis, by defending the importance of giving children a voice, hear them and understand them in terms of their universe and their cultures, emphasizes the key role given to educators and preaches the need for more research on this topic