Como quem carrega água nas bochechas: participação e infância em uma escola pública de Educação Infantil

• Ano de defesa: 2022
• Autor(a) principal: Santos, Aline Buy dos
• Outros Autores: [e-mail]
• Orientador(a): Gomes, Lisandra Ogg
• Banca de defesa: Pereira, Rita Marisa Ribes , Ferreira, Maria Manuela Martinho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Crianças; Participação; Educação infantil
• Palavras-chave em Inglês: Children; Participation; Early childhood education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19705

The research presented here arises from questions raised along a professional and academic trajectory about issues that permeate the daily lives of children and school. Therefore, this research takes as themes children, participation, and school of early childhood education. As a main problem, it seeks to explain how a group of children understand their participation in the Centro de Referência em Educação Infantil Realengo, do Colégio Pedro II. To analyze and understand the theme and problem, an analytical and interpretative methodology was built, expanded in the course of the research and that relied on different techniques: conversations with a group of children, who were registered in the years 2018 and 2019 and now aged between 6 and 8 years, message exchanges with teachers and families, analysis of legal and pedagogical documents and also of professional records, as well as the rescue of memories of adults and children participating in the institution in that period.This choice is due to the fact that the present activities of the institution were suspended during the first two years of the new coronavirus pandemic. As a theoretical foundation, we started with Walter Benjamin in correlation with authors from the field of childhood studies. Based on these authors and methodology, the following main results are considered that, in addition to the spaces of participation established in the Political Pedagogical Project of CREIR, children are political subjects all the time when confronting daily life with their different strategies of languages and practices, sharing meaning about everything. Imposing ruptures when the course of unique history threatens them.