Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental
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 Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/27640 |
Resumo: | This thesis is an invitation to a train trip, in search of dialogues with the childhoods of the Early Years of Elementary School in a municipal public school in Santa Maria - RS. The main objective of this study was to analyze how childhoods are experienced and enhanced in the curricular practices of the Early Years of Elementary Education, considering public policies and the reality of a municipal public school in Santa Maria- RS. The methodology was based on a qualitative approach, of the case study type. The subjects who guided the train journey of this thesis were children from the Early Years of Elementary School. Thus, data were produced from the analysis of children's records and conversation circles, considering the voices and perceptions of children in the Early Years of Elementary School at a municipal public school in Santa Maria-RS. To enhance the reflections, the studies by Filho and Barbosa (2010) were used as a theoretical reference, which contributed to the understanding of research with children; by Gimeno Sacristán (2017), regarding the understanding of curricular policies and the curriculum; by Arroyo (2011), who contributed to the dialogue about the curriculum and discussions about social inequalities; by Frabboni (1998) and Manoel Jacinto Sarmento (2005), who help in the construction of the conception of childhood; Friedmann (2020), which supported reflections on childhood and children in the school context; de Corsaro (2011), which helped to understand children as producers of culture, among other theoretical references that were relevant to the discussions and analyzes carried out. The thesis of this study defends the statement that children's participation and consideration of their childhoods need to be present in decisions and discussions about their school trajectory. It is necessary to understand the children, in addition to a student or subject who is in the process of schooling, as they bring with them a cultural baggage, perceptions of the world, feelings and curiosities. Therefore, children and their childhoods need to be highlighted more intensely in the elaboration of curricula and experiences in curricular practices. Finally, the voices of children and their singularities need to be present in the movements and dialogues that are built on them, especially in the school context, in order to plan curricular practices for children and their childhoods. |
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2023-01-20T12:42:19Z2023-01-20T12:42:19Z2022-09-30http://repositorio.ufsm.br/handle/1/27640This thesis is an invitation to a train trip, in search of dialogues with the childhoods of the Early Years of Elementary School in a municipal public school in Santa Maria - RS. The main objective of this study was to analyze how childhoods are experienced and enhanced in the curricular practices of the Early Years of Elementary Education, considering public policies and the reality of a municipal public school in Santa Maria- RS. The methodology was based on a qualitative approach, of the case study type. The subjects who guided the train journey of this thesis were children from the Early Years of Elementary School. Thus, data were produced from the analysis of children's records and conversation circles, considering the voices and perceptions of children in the Early Years of Elementary School at a municipal public school in Santa Maria-RS. To enhance the reflections, the studies by Filho and Barbosa (2010) were used as a theoretical reference, which contributed to the understanding of research with children; by Gimeno Sacristán (2017), regarding the understanding of curricular policies and the curriculum; by Arroyo (2011), who contributed to the dialogue about the curriculum and discussions about social inequalities; by Frabboni (1998) and Manoel Jacinto Sarmento (2005), who help in the construction of the conception of childhood; Friedmann (2020), which supported reflections on childhood and children in the school context; de Corsaro (2011), which helped to understand children as producers of culture, among other theoretical references that were relevant to the discussions and analyzes carried out. The thesis of this study defends the statement that children's participation and consideration of their childhoods need to be present in decisions and discussions about their school trajectory. It is necessary to understand the children, in addition to a student or subject who is in the process of schooling, as they bring with them a cultural baggage, perceptions of the world, feelings and curiosities. Therefore, children and their childhoods need to be highlighted more intensely in the elaboration of curricula and experiences in curricular practices. Finally, the voices of children and their singularities need to be present in the movements and dialogues that are built on them, especially in the school context, in order to plan curricular practices for children and their childhoods.Esta tese é um convite para uma viagem de trem, em busca de diálogos com as infâncias dos Anos Iniciais do Ensino Fundamental de uma escola pública municipal de Santa Maria - RS. Este estudo apresentou como objetivo principal analisar de que maneira as infâncias são vivenciadas e potencializadas nas práticas curriculares dos Anos Iniciais do Ensino Fundamental, considerando as políticas públicas e a realidade de uma escola pública municipal de Santa Maria- RS. A metodologia pautou-se em uma abordagem qualitativa, do tipo estudo de caso. Os sujeitos que guiaram a viagem de trem desta tese foram as crianças dos Anos Iniciais do Ensino Fundamental. Desse modo, os dados foram produzidos a partir da análise do registro das crianças e das rodas de conversa, considerando as vozes e as percepções das crianças dos Anos Iniciais do Ensino Fundamental de uma escola pública municipal de Santa Maria- RS. Para potencializar as reflexões, utilizou-se como referencial teórico os estudos de Filho e Barbosa (2010), que contribuíram para o entendimento sobre a pesquisa com crianças; de Gimeno Sacristán (2017), no que se refere à compreensão de políticas curriculares e do currículo; de Arroyo (2011), que contribuiu no diálogo acerca do currículo e das discussões sobre as desigualdades sociais; de Frabboni (1998) e Manoel Jacinto Sarmento (2005), que auxiliam na construção da concepção de infância; de Friedmann (2020), que amparou as reflexões acerca das infâncias e das crianças no contexto escolar; de Corsaro (2011), que auxiliou na compreensão das crianças como produtoras de cultura, dentre outros referenciais teóricos que foram relevantes para as discussões e análises realizadas. Defende-se como tese deste estudo a afirmação de que a participação das crianças e a consideração de suas infâncias precisam estar presentes nas decisões e discussões sobre a sua trajetória escolar. É necessário perceber as crianças, para além de um estudante ou sujeito que está em processo de escolarização, pois essas trazem consigo uma bagagem cultural, percepções de mundo, sentimentos e curiosidades. Sendo assim, as crianças e suas infâncias precisam ser evidenciadas de forma mais intensa na elaboração dos currículos e das vivências nas práticas curriculares. Enfim, as vozes das crianças e suas singularidades necessitam estar presentes nos movimentos e nos diálogos que são construídos sobre elas, principalmente no contexto escolar, para assim planejar práticas curriculares para as crianças e suas infâncias.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino fundamentalInfânciaPolíticas públicasPráticas curricularesElementary educationChildhoodPublic policyCurriculum practicesCNPQ::CIENCIAS HUMANAS::EDUCACAOUma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamentalA train journey through institutionalized childhood: children's perceptions about elementary educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSarturi, Rosane Carneirohttp://lattes.cnpq.br/4133511150582100Vieira, Emilia PeixotoSilva, Andréia Ferreira daDalla Corte, Marilene GabrielPowaczuk, Ana Carla Hollweghttp://lattes.cnpq.br/0091684051693033Zwetsch, Patrícia dos Santos7008000000066006006006006006006007cc07b51-a95a-4ed8-986c-0cf8b343f64519711f97-3873-4496-88ef-43840fa72cb6a0da773f-d70d-4faf-baae-a7118b38529d5e39db29-8695-446f-a566-fba314222a83c95aa2c2-9a56-40f3-8f13-0da2391c60fc9782db89-cdc8-49b6-b842-f8936f8398eareponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
A train journey through institutionalized childhood: children's perceptions about elementary education |
title |
Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental |
spellingShingle |
Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental Zwetsch, Patrícia dos Santos Ensino fundamental Infância Políticas públicas Práticas curriculares Elementary education Childhood Public policy Curriculum practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental |
title_full |
Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental |
title_fullStr |
Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental |
title_full_unstemmed |
Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental |
title_sort |
Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental |
author |
Zwetsch, Patrícia dos Santos |
author_facet |
Zwetsch, Patrícia dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sarturi, Rosane Carneiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4133511150582100 |
dc.contributor.referee1.fl_str_mv |
Vieira, Emilia Peixoto |
dc.contributor.referee2.fl_str_mv |
Silva, Andréia Ferreira da |
dc.contributor.referee3.fl_str_mv |
Dalla Corte, Marilene Gabriel |
dc.contributor.referee4.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0091684051693033 |
dc.contributor.author.fl_str_mv |
Zwetsch, Patrícia dos Santos |
contributor_str_mv |
Sarturi, Rosane Carneiro Vieira, Emilia Peixoto Silva, Andréia Ferreira da Dalla Corte, Marilene Gabriel Powaczuk, Ana Carla Hollweg |
dc.subject.por.fl_str_mv |
Ensino fundamental Infância Políticas públicas Práticas curriculares |
topic |
Ensino fundamental Infância Políticas públicas Práticas curriculares Elementary education Childhood Public policy Curriculum practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Elementary education Childhood Public policy Curriculum practices |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis is an invitation to a train trip, in search of dialogues with the childhoods of the Early Years of Elementary School in a municipal public school in Santa Maria - RS. The main objective of this study was to analyze how childhoods are experienced and enhanced in the curricular practices of the Early Years of Elementary Education, considering public policies and the reality of a municipal public school in Santa Maria- RS. The methodology was based on a qualitative approach, of the case study type. The subjects who guided the train journey of this thesis were children from the Early Years of Elementary School. Thus, data were produced from the analysis of children's records and conversation circles, considering the voices and perceptions of children in the Early Years of Elementary School at a municipal public school in Santa Maria-RS. To enhance the reflections, the studies by Filho and Barbosa (2010) were used as a theoretical reference, which contributed to the understanding of research with children; by Gimeno Sacristán (2017), regarding the understanding of curricular policies and the curriculum; by Arroyo (2011), who contributed to the dialogue about the curriculum and discussions about social inequalities; by Frabboni (1998) and Manoel Jacinto Sarmento (2005), who help in the construction of the conception of childhood; Friedmann (2020), which supported reflections on childhood and children in the school context; de Corsaro (2011), which helped to understand children as producers of culture, among other theoretical references that were relevant to the discussions and analyzes carried out. The thesis of this study defends the statement that children's participation and consideration of their childhoods need to be present in decisions and discussions about their school trajectory. It is necessary to understand the children, in addition to a student or subject who is in the process of schooling, as they bring with them a cultural baggage, perceptions of the world, feelings and curiosities. Therefore, children and their childhoods need to be highlighted more intensely in the elaboration of curricula and experiences in curricular practices. Finally, the voices of children and their singularities need to be present in the movements and dialogues that are built on them, especially in the school context, in order to plan curricular practices for children and their childhoods. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-09-30 |
dc.date.accessioned.fl_str_mv |
2023-01-20T12:42:19Z |
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2023-01-20T12:42:19Z |
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por |
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por |
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700800000006 |
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600 600 600 600 600 600 600 |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Universidade Federal de Santa Maria Centro de Educação |
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