Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
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/1/17988 |
Resumo: | This research was linked to the Master's degree in Education, the Program of Graduate Studies in Education of the Federal University of Santa Maria, in the line of School Practices and Public Policies (LP2) and the Group for Research and Contemporary Studies in Education and Childhood - GIECEI. The study aimed to investigate the children's perceptions of school, a pre-school class in the city of Julio de Castilhos / RS, amid the transition from kindergarten to elementary school. The investigative journey took aspects of qualitative ethnographic research, based on studies of Minayo (1996), André (2005) and Bakhtin (2006). As an investigative methodology was used participant observation, based on Lapassade (2001), and as data collection instruments logbook and pedagogical documentation through drawings produced by children (Francischini and Fields, 2008). Analysis of the data produced during the survey was conducted from the content analysis, which for Bardin (2009) is understood as a set of analytical techniques of communication that uses systematic procedures and description of the content of the messages goals. With this study, we show the actions of children in the process of creating meanings, an insertion movement in the school context and compliance with the own demands and curiosities, in the midst of organizing time, which was understood as a cognitive category socially constructed that encompasses both individual subjectivity as a set of cultural and social meanings (Bondioli, 2004). This was possible partly because the theoretical approach adopted in this research, based on the pedagogical documentation, which was used the logbook in view of the daily lesson of Zabalza researcher (1994), and the drawings of children taking into account the theoretical contributions of Oliveira-Formosinho and Azevedo (2002), which were fundamental in the analysis of data built up over the work. There are many challenges that education must face and one of them is to get the child to be recognized as a subject of rights, citizen. And as the results arrived at, the research shows that it is necessary to ensure the child conditions for its development, not only in the letter of the law, but concrete and real plane in which the right to play is legitimately recognized, as well as your time and your space are respected and also gain its due importance. |
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2019-08-21T22:14:08Z2019-08-21T22:14:08Z2016-01-13http://repositorio.ufsm.br/handle/1/17988This research was linked to the Master's degree in Education, the Program of Graduate Studies in Education of the Federal University of Santa Maria, in the line of School Practices and Public Policies (LP2) and the Group for Research and Contemporary Studies in Education and Childhood - GIECEI. The study aimed to investigate the children's perceptions of school, a pre-school class in the city of Julio de Castilhos / RS, amid the transition from kindergarten to elementary school. The investigative journey took aspects of qualitative ethnographic research, based on studies of Minayo (1996), André (2005) and Bakhtin (2006). As an investigative methodology was used participant observation, based on Lapassade (2001), and as data collection instruments logbook and pedagogical documentation through drawings produced by children (Francischini and Fields, 2008). Analysis of the data produced during the survey was conducted from the content analysis, which for Bardin (2009) is understood as a set of analytical techniques of communication that uses systematic procedures and description of the content of the messages goals. With this study, we show the actions of children in the process of creating meanings, an insertion movement in the school context and compliance with the own demands and curiosities, in the midst of organizing time, which was understood as a cognitive category socially constructed that encompasses both individual subjectivity as a set of cultural and social meanings (Bondioli, 2004). This was possible partly because the theoretical approach adopted in this research, based on the pedagogical documentation, which was used the logbook in view of the daily lesson of Zabalza researcher (1994), and the drawings of children taking into account the theoretical contributions of Oliveira-Formosinho and Azevedo (2002), which were fundamental in the analysis of data built up over the work. There are many challenges that education must face and one of them is to get the child to be recognized as a subject of rights, citizen. And as the results arrived at, the research shows that it is necessary to ensure the child conditions for its development, not only in the letter of the law, but concrete and real plane in which the right to play is legitimately recognized, as well as your time and your space are respected and also gain its due importance.Esta pesquisa está vinculada ao Curso de Mestrado em Educação, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria, na linha de Práticas Escolares e Políticas Publicas (LP2) e ao Grupo de Investigação e Estudos Contemporâneos em Educação e Infância – GIECEI. O estudo teve como objetivo investigar as percepções infantis sobre a escola, de uma turma pré-escolar do município de Júlio de Castilhos/RS, em meio à transição da Educação Infantil para o Ensino Fundamental. O percurso investigativo assumiu aspectos da pesquisa qualitativa de cunho etnográfico, com base nos estudos de Minayo (1996), André (2005) e Bakhtin (2006). Como metodologia investigativa utilizou-se a observação participante, com base em Lapassade (2001), e como instrumentos de coleta de dados o diário de bordo, e a documentação pedagógica por meio de desenhos produzidos pelas crianças (Francischini e Campos, 2008). A análise dos dados produzidos durante a pesquisa foi realizada a partir da análise de conteúdo, que para Bardin (2009) é compreendida como um conjunto de técnicas de análise das comunicações que utiliza procedimentos sistemáticos e objetivos de descrição do conteúdo das mensagens. Com este estudo, foi possível evidenciar as ações das crianças no processo de criação de significados em um movimento de inserção no contexto escolar e de atendimento às próprias demandas e curiosidades, em meio à organização do tempo, o qual foi compreendido como uma categoria cognoscitiva socialmente construída que engloba tanto a subjetividade individual como o conjunto dos significados culturais e sociais (Bondioli, 2004). Isto foi possível, em parte, devido à abordagem teórica adotada nesta pesquisa, com base na documentação pedagógica, da qual foi utilizado o diário de bordo na perspectiva dos diários de aula do pesquisador Zabalza (1994) e os desenhos das crianças, levando em consideração os aportes teóricos de Oliveira-Formosinho e Azevedo (2002),os quais foram fundamentais na análise dos dados construídos ao longo do trabalho. Muitos são os desafios que a educação precisa enfrentar e um deles é fazer com que a criança seja reconhecida como sujeito de direitos, cidadã. E, conforme os resultados a que se chegou, a pesquisa aponta que é necessário assegurar à criança condições para o seu desenvolvimento, não só na letra da lei, mas no plano concreto e real no qual o direito de brincar seja legitimamente reconhecido, assim como o seu tempo e o seu espaço sejam respeitados e ganhem também sua devida importância.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/openAccessInfânciaCriançaTransição escolarEscolarizaçãoChildhoodChildSchool transitionSchoolingCNPQ::CIENCIAS HUMANAS::EDUCACAOTempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciaisTime for what?: the perceptions of children about time in school education of children's transition to the early yearsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTomazzetti, Cleonice Mariahttp://lattes.cnpq.br/4821077407620769Scremin, Greicehttp://lattes.cnpq.br/8590324135636694Sarturi, Rosane Carneirohttp://lattes.cnpq.br/4133511150582100http://lattes.cnpq.br/1855571724779873Santos, Fernando Ferrão dos7008000000066002b6b4a18-ffcb-4cf7-a238-820127106da18c261ab6-b2a8-44a3-86f2-d20e9a03412502555ae3-446f-4f1c-a83e-14ab8b9b9058db5f8227-0206-426a-8816-8ee86717f30ereponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2016_SANTOS_FERNANDO.pdfDIS_PPGEDUCACAO_2016_SANTOS_FERNANDO.pdfDissertação de Mestradoapplication/pdf2148687http://repositorio.ufsm.br/bitstream/1/17988/1/DIS_PPGEDUCACAO_2016_SANTOS_FERNANDO.pdf76597a335a20cad11cda66f91bf7b3b9MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais |
dc.title.alternative.eng.fl_str_mv |
Time for what?: the perceptions of children about time in school education of children's transition to the early years |
title |
Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais |
spellingShingle |
Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais Santos, Fernando Ferrão dos Infância Criança Transição escolar Escolarização Childhood Child School transition Schooling CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais |
title_full |
Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais |
title_fullStr |
Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais |
title_full_unstemmed |
Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais |
title_sort |
Tempo de quê?: as percepções das crianças sobre o tempo escolar na transição da educação infantil para os anos iniciais |
author |
Santos, Fernando Ferrão dos |
author_facet |
Santos, Fernando Ferrão dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Tomazzetti, Cleonice Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4821077407620769 |
dc.contributor.referee1.fl_str_mv |
Scremin, Greice |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8590324135636694 |
dc.contributor.referee2.fl_str_mv |
Sarturi, Rosane Carneiro |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4133511150582100 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1855571724779873 |
dc.contributor.author.fl_str_mv |
Santos, Fernando Ferrão dos |
contributor_str_mv |
Tomazzetti, Cleonice Maria Scremin, Greice Sarturi, Rosane Carneiro |
dc.subject.por.fl_str_mv |
Infância Criança Transição escolar Escolarização |
topic |
Infância Criança Transição escolar Escolarização Childhood Child School transition Schooling CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Childhood Child School transition Schooling |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research was linked to the Master's degree in Education, the Program of Graduate Studies in Education of the Federal University of Santa Maria, in the line of School Practices and Public Policies (LP2) and the Group for Research and Contemporary Studies in Education and Childhood - GIECEI. The study aimed to investigate the children's perceptions of school, a pre-school class in the city of Julio de Castilhos / RS, amid the transition from kindergarten to elementary school. The investigative journey took aspects of qualitative ethnographic research, based on studies of Minayo (1996), André (2005) and Bakhtin (2006). As an investigative methodology was used participant observation, based on Lapassade (2001), and as data collection instruments logbook and pedagogical documentation through drawings produced by children (Francischini and Fields, 2008). Analysis of the data produced during the survey was conducted from the content analysis, which for Bardin (2009) is understood as a set of analytical techniques of communication that uses systematic procedures and description of the content of the messages goals. With this study, we show the actions of children in the process of creating meanings, an insertion movement in the school context and compliance with the own demands and curiosities, in the midst of organizing time, which was understood as a cognitive category socially constructed that encompasses both individual subjectivity as a set of cultural and social meanings (Bondioli, 2004). This was possible partly because the theoretical approach adopted in this research, based on the pedagogical documentation, which was used the logbook in view of the daily lesson of Zabalza researcher (1994), and the drawings of children taking into account the theoretical contributions of Oliveira-Formosinho and Azevedo (2002), which were fundamental in the analysis of data built up over the work. There are many challenges that education must face and one of them is to get the child to be recognized as a subject of rights, citizen. And as the results arrived at, the research shows that it is necessary to ensure the child conditions for its development, not only in the letter of the law, but concrete and real plane in which the right to play is legitimately recognized, as well as your time and your space are respected and also gain its due importance. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-01-13 |
dc.date.accessioned.fl_str_mv |
2019-08-21T22:14:08Z |
dc.date.available.fl_str_mv |
2019-08-21T22:14:08Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
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http://repositorio.ufsm.br/handle/1/17988 |
url |
http://repositorio.ufsm.br/handle/1/17988 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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