O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças
Ano de defesa: | 2021 |
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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 São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGE
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/14669 |
Resumo: | This research focuses on the study of the transition from early childhood education to elementary education and to support this study, we worked with authors from the history of childhood and the history of education on the concept of childhood and children since the Middle Ages, both in the Europe as in Brazil, until today and, as these concepts are also treated in the official documents of Brazilian education. In addition, the authors of historical cultural psychology contributed to an elucidation of the child's learning and development process. Such research intends to answer the following questions: What happens in relation to playfulness when the child enters the first year of elementary school? Is there a difference between playing in the last year of Early Childhood Education and playing in the first year of Elementary School, based on testimonies of children's narratives? Given this, this research aims to know, examine and understand through children's narratives, the transition process from early childhood education to elementary education with regard to playfulness in the school environment. To achieve this goal, the field research methodology was qualitative, using semi-structured interviews with 13 children, who participated in the collection process in two stages, the first in the last year of early childhood education and the second in the first year of teaching. fundamental. From interviews conducted, from the perspective of oral narratives and based on the content analysis of Bardin (1979), 4 categories were formulated a posteriori. The first category called "Physical Education" presents and discusses registration units about the physical education classes that appeared in children's narratives, the second category, called "Playful Culture", organizes the results of the registration units: playing with water and / or pool, games with fantasy, games of catch, hide and seek and with sand and also the so-called “wooden toy”. The third was called “Curricular Components” and addresses the registration units for teaching and learning activities carried out by children, using the “activity” registration unit and, finally, the last category entitled “Differences between early childhood education” and elementary education ”brings the registration units that reflect the differences between the stages of basic education according to the children's narratives, being these registration units: recreation; computer classes; playground, and some other registration units, mentioned only once, but which bring important messages to answer the questions of this research. Finally, in the final considerations, the contributions of this study to the school education of children and their possible consequences are treated. |
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Nois, Letícia Joia deSommerhalder, Alinehttp://lattes.cnpq.br/4775432120371947http://lattes.cnpq.br/73930283615989632021-07-27T11:52:36Z2021-07-27T11:52:36Z2021-06-09NOIS, Letícia Joia de. O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14669.https://repositorio.ufscar.br/handle/ufscar/14669This research focuses on the study of the transition from early childhood education to elementary education and to support this study, we worked with authors from the history of childhood and the history of education on the concept of childhood and children since the Middle Ages, both in the Europe as in Brazil, until today and, as these concepts are also treated in the official documents of Brazilian education. In addition, the authors of historical cultural psychology contributed to an elucidation of the child's learning and development process. Such research intends to answer the following questions: What happens in relation to playfulness when the child enters the first year of elementary school? Is there a difference between playing in the last year of Early Childhood Education and playing in the first year of Elementary School, based on testimonies of children's narratives? Given this, this research aims to know, examine and understand through children's narratives, the transition process from early childhood education to elementary education with regard to playfulness in the school environment. To achieve this goal, the field research methodology was qualitative, using semi-structured interviews with 13 children, who participated in the collection process in two stages, the first in the last year of early childhood education and the second in the first year of teaching. fundamental. From interviews conducted, from the perspective of oral narratives and based on the content analysis of Bardin (1979), 4 categories were formulated a posteriori. The first category called "Physical Education" presents and discusses registration units about the physical education classes that appeared in children's narratives, the second category, called "Playful Culture", organizes the results of the registration units: playing with water and / or pool, games with fantasy, games of catch, hide and seek and with sand and also the so-called “wooden toy”. The third was called “Curricular Components” and addresses the registration units for teaching and learning activities carried out by children, using the “activity” registration unit and, finally, the last category entitled “Differences between early childhood education” and elementary education ”brings the registration units that reflect the differences between the stages of basic education according to the children's narratives, being these registration units: recreation; computer classes; playground, and some other registration units, mentioned only once, but which bring important messages to answer the questions of this research. Finally, in the final considerations, the contributions of this study to the school education of children and their possible consequences are treated.A presente pesquisa tem como foco o estudo da transição da educação infantil para o ensino fundamental e para fundamentar esse estudo trabalhou-se com autores da história da infância e da história da educação sobre o conceito de infância e criança desde a Idade Média, tanto na Europa como no Brasil, até os dias atuais e, como esses conceitos também são tratados nos documentos oficiais da educação brasileira. Além disso, os autores da psicologia histórico cultural contribuíram para uma elucidação sobre o processo de aprendizagem e desenvolvimento da criança. Tal pesquisa pretende responder as seguintes questões: O que acontece em relação ao lúdico no ingresso da criança no primeiro ano do ensino fundamental? Existe diferenciação entre o brincar do último ano da Educação Infantil e o brincar do primeiro ano do Ensino Fundamental, a partir de depoimentos de narrativas de crianças? Diante disso, essa pesquisa tem como objetivo conhecer, examinar e compreender por meio de narrativas de crianças, o processo de transição da educação infantil para o ensino fundamental no que se refere ao lúdico no ambiente escolar. Para atingir esse objetivo, a metodologia da pesquisa de campo foi qualitativa, com uso de entrevista semiestruturada com 13 crianças, que participaram do processo de coleta em duas etapas, sendo a primeira no último ano da educação infantil e a segunda no primeiro ano do ensino fundamental. A partir de entrevistas realizadas, na perspectiva de narrativas orais e com base na análise de conteúdo de Bardin (1979) foram formuladas 4 categorias a posteriori. A primeira categoria denominada de “Educação Física” apresenta e discute unidades de registro sobre as aulas de educação física que apareceram nas narrativas infantis, a segunda categoria, denominada “Cultura Lúdica”, organiza os resultados das unidades de registro: brincadeiras com água e/ou piscina, brincadeiras com fantasia, as brincadeiras de pega-pega, esconde-esconde e com areia e também o chamado “brinquedão de madeira”. A terceira foi denominada de “Componentes Curriculares” e aborda as unidades de registro referentes às atividades de ensino e de aprendizagem realizadas pelas crianças, usando a unidade de registro “atividade” e, por fim, a última categoria intitulada “Diferenças entre a educação infantil e o ensino fundamental” traz as unidades de registro que refletem as diferenças entre as etapas da educação básica de acordo com as narrativas de crianças, sendo essas unidades de registro: recreio; as aulas de informática; parquinho, e algumas outras unidades de registro, citadas apenas uma vez, mas que trazem mensagens importantes para responder as questões dessa pesquisa. Por fim, nas considerações finais, são tratadas as contribuições desse estudo à educação escolar de crianças e seus possíveis desdobramentos.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: 88887.604360/2021-00porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEscola - instituiçãoEducação infantil1º ano do ensino fundamentalCriançaLúdicoSchool – institutionChil educationElementar schoolChildPlayfulness.CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMO brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de criançasPlaying in the transition from early childhood education to primary education: an analysis of children's narrativesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação - Letícia Joia de Nois.pdfDissertação - Letícia Joia de Nois.pdfVersão final Dissertaçãoapplication/pdf1361929https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14669/1/Disserta%c3%a7%c3%a3o%20-%20Let%c3%adcia%20Joia%20de%20Nois.pdfb624337cc52b9001f9173c98fe3213a4MD51Carta comprovante - Leticia Joia de Nois.pdfCarta comprovante - Leticia Joia de Nois.pdfapplication/pdf178230https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14669/4/Carta%20comprovante%20-%20Leticia%20Joia%20de%20Nois.pdf58bc27f05916d7dc23551bb004b3eaefMD54CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14669/5/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD55TEXTDissertação - Letícia Joia de Nois.pdf.txtDissertação - Letícia Joia de Nois.pdf.txtExtracted texttext/plain401641https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14669/6/Disserta%c3%a7%c3%a3o%20-%20Let%c3%adcia%20Joia%20de%20Nois.pdf.txt2588f4ffc2cecd250d9fa69b389f0acaMD56Carta comprovante - Leticia Joia de Nois.pdf.txtCarta comprovante - Leticia Joia de Nois.pdf.txtExtracted texttext/plain1272https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14669/8/Carta%20comprovante%20-%20Leticia%20Joia%20de%20Nois.pdf.txt08b024edb06da17579a615b19bbd084cMD58THUMBNAILDissertação - Letícia Joia de Nois.pdf.jpgDissertação - Letícia Joia de Nois.pdf.jpgIM Thumbnailimage/jpeg5325https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14669/7/Disserta%c3%a7%c3%a3o%20-%20Let%c3%adcia%20Joia%20de%20Nois.pdf.jpg0188819d290704ad071fafc617b30fb5MD57Carta comprovante - Leticia Joia de Nois.pdf.jpgCarta comprovante - Leticia Joia de Nois.pdf.jpgIM Thumbnailimage/jpeg12541https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14669/9/Carta%20comprovante%20-%20Leticia%20Joia%20de%20Nois.pdf.jpg5c7786660b49e25a3a2c4edc17ffa7d6MD59ufscar/146692021-07-28 03:14:58.464oai:repositorio.ufscar.br:ufscar/14669Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T13:01:15.648055Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças |
dc.title.alternative.eng.fl_str_mv |
Playing in the transition from early childhood education to primary education: an analysis of children's narratives |
title |
O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças |
spellingShingle |
O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças Nois, Letícia Joia de Escola - instituição Educação infantil 1º ano do ensino fundamental Criança Lúdico School – institution Chil education Elementar school Child Playfulness. CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças |
title_full |
O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças |
title_fullStr |
O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças |
title_full_unstemmed |
O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças |
title_sort |
O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças |
author |
Nois, Letícia Joia de |
author_facet |
Nois, Letícia Joia de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7393028361598963 |
dc.contributor.author.fl_str_mv |
Nois, Letícia Joia de |
dc.contributor.advisor1.fl_str_mv |
Sommerhalder, Aline |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4775432120371947 |
contributor_str_mv |
Sommerhalder, Aline |
dc.subject.por.fl_str_mv |
Escola - instituição Educação infantil 1º ano do ensino fundamental Criança Lúdico |
topic |
Escola - instituição Educação infantil 1º ano do ensino fundamental Criança Lúdico School – institution Chil education Elementar school Child Playfulness. CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
School – institution Chil education Elementar school Child Playfulness. |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This research focuses on the study of the transition from early childhood education to elementary education and to support this study, we worked with authors from the history of childhood and the history of education on the concept of childhood and children since the Middle Ages, both in the Europe as in Brazil, until today and, as these concepts are also treated in the official documents of Brazilian education. In addition, the authors of historical cultural psychology contributed to an elucidation of the child's learning and development process. Such research intends to answer the following questions: What happens in relation to playfulness when the child enters the first year of elementary school? Is there a difference between playing in the last year of Early Childhood Education and playing in the first year of Elementary School, based on testimonies of children's narratives? Given this, this research aims to know, examine and understand through children's narratives, the transition process from early childhood education to elementary education with regard to playfulness in the school environment. To achieve this goal, the field research methodology was qualitative, using semi-structured interviews with 13 children, who participated in the collection process in two stages, the first in the last year of early childhood education and the second in the first year of teaching. fundamental. From interviews conducted, from the perspective of oral narratives and based on the content analysis of Bardin (1979), 4 categories were formulated a posteriori. The first category called "Physical Education" presents and discusses registration units about the physical education classes that appeared in children's narratives, the second category, called "Playful Culture", organizes the results of the registration units: playing with water and / or pool, games with fantasy, games of catch, hide and seek and with sand and also the so-called “wooden toy”. The third was called “Curricular Components” and addresses the registration units for teaching and learning activities carried out by children, using the “activity” registration unit and, finally, the last category entitled “Differences between early childhood education” and elementary education ”brings the registration units that reflect the differences between the stages of basic education according to the children's narratives, being these registration units: recreation; computer classes; playground, and some other registration units, mentioned only once, but which bring important messages to answer the questions of this research. Finally, in the final considerations, the contributions of this study to the school education of children and their possible consequences are treated. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-07-27T11:52:36Z |
dc.date.available.fl_str_mv |
2021-07-27T11:52:36Z |
dc.date.issued.fl_str_mv |
2021-06-09 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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NOIS, Letícia Joia de. O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14669. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/14669 |
identifier_str_mv |
NOIS, Letícia Joia de. O brincar na transição da educação infantil para o ensino fundamental: uma análise das narrativas de crianças. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14669. |
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https://repositorio.ufscar.br/handle/ufscar/14669 |
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por |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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Universidade Federal de São Carlos Câmpus São Carlos |
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