A natureza e a criança: uma relação essencial para o desenvolvimento infantil
Ano de defesa: | 2022 |
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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/16365 |
Resumo: | This research addresses the theme of environments and natural elements as one of the structuring axes of educational practice in early childhood education and the teaching and learning process of children, and aims, through participant observation, to show how children appropriate these environments and elements in daily life and school practices. This research intends to answer the question: Understand which environments and natural elements are part of a kindergarten school in São Carlos and how they are explored by children and by the educational practice present in the school routine. In order to do so, it sought in theoretical references, contributions from authors who discuss the importance of nature in early childhood education, as well as Brazilian documents for this type of education that reinforce outdoor experiences, both references maintain that environments and natural elements are fundamental, among other things, for the development of creativity, imagination and ecological awareness. In addition, considering that the child's main activity is play, as well as its creative re-elaboration, being in natural environments and enjoying its elements expands the possibilities of play and creation, stimulating curiosity, inspiring new discoveries and developing different ways of thinking. So, this research with a qualitative approach sought, through participant observation, to collect data in an early childhood school in São Carlos, in the interior of São Paulo, with children aged four and five. The insertions were for two hours a day for 18 days at different times of the school routine and the data were organized into observation journals and photographs. It is worth noting that the research took place during the COVID-19 pandemic, so there were some complications during the collection. The data were analyzed according to the Content Analysis proposed by Bardin (2016) and divided into three categories: Fauna and flora of the school environment, Elements of nature (water, earth, air and fire) and Natural elements (sticks, stones, seeds, leaves, etc.). However, when the school environment is thought collectively and allows the child to have contact with the external environment, it provides opportunities for experiences, challenges, curiosity, creativity and autonomy, in addition, this contact with nature allows the child to relate, be enchanted and become aware of caring for the Earth, awakening ecological awareness and the formation of more conscious and responsible adults. |
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Vellozo, Letícia MunhozAlves, Fernando Donizetehttp://lattes.cnpq.br/3812723309905378http://lattes.cnpq.br/56631593810763832022-07-07T17:16:07Z2022-07-07T17:16:07Z2022-06-27VELLOZO, Letícia Munhoz. A natureza e a criança: uma relação essencial para o desenvolvimento infantil. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16365.https://repositorio.ufscar.br/handle/ufscar/16365This research addresses the theme of environments and natural elements as one of the structuring axes of educational practice in early childhood education and the teaching and learning process of children, and aims, through participant observation, to show how children appropriate these environments and elements in daily life and school practices. This research intends to answer the question: Understand which environments and natural elements are part of a kindergarten school in São Carlos and how they are explored by children and by the educational practice present in the school routine. In order to do so, it sought in theoretical references, contributions from authors who discuss the importance of nature in early childhood education, as well as Brazilian documents for this type of education that reinforce outdoor experiences, both references maintain that environments and natural elements are fundamental, among other things, for the development of creativity, imagination and ecological awareness. In addition, considering that the child's main activity is play, as well as its creative re-elaboration, being in natural environments and enjoying its elements expands the possibilities of play and creation, stimulating curiosity, inspiring new discoveries and developing different ways of thinking. So, this research with a qualitative approach sought, through participant observation, to collect data in an early childhood school in São Carlos, in the interior of São Paulo, with children aged four and five. The insertions were for two hours a day for 18 days at different times of the school routine and the data were organized into observation journals and photographs. It is worth noting that the research took place during the COVID-19 pandemic, so there were some complications during the collection. The data were analyzed according to the Content Analysis proposed by Bardin (2016) and divided into three categories: Fauna and flora of the school environment, Elements of nature (water, earth, air and fire) and Natural elements (sticks, stones, seeds, leaves, etc.). However, when the school environment is thought collectively and allows the child to have contact with the external environment, it provides opportunities for experiences, challenges, curiosity, creativity and autonomy, in addition, this contact with nature allows the child to relate, be enchanted and become aware of caring for the Earth, awakening ecological awareness and the formation of more conscious and responsible adults.A presente pesquisa aborda a temática dos ambientes e elementos naturais como um dos eixos estruturantes da prática educativa na educação infantil e do processo de ensino e aprendizagem das crianças, e tem como objetivo, por meio da observação participante, evidenciar como as crianças se apropriam desses ambientes e elementos no cotidiano e nas práticas escolares. Tal pesquisa pretende responder à questão: Compreender quais ambientes e elementos naturais fazem parte de uma escola de educação infantil em São Carlos e, como eles são explorados pelas crianças e pela prática educativa presente no cotidiano escolar. Para tanto, buscou em referenciais teóricos, aporte em autores que discorrem sobre a importância da natureza na educação infantil, além de documentos brasileiros para essa modalidade de ensino que reforcem as experiências ao ar livre, ambos referenciais sustentam que, os ambientes e elementos naturais são fundamentais, entre outras coisas, para o desenvolvimento da criatividade, imaginação e consciência ecológica. Além disso, considerando que a atividade principal da criança é a brincadeira, bem como é sua reelaboração criativa, estar em ambientes naturais e desfrutar de seus elementos ampliam as possibilidades da brincadeira e da criação, estimulando a curiosidade, inspirando novas descobertas e desenvolvendo diferentes formas de pensar. Assim, essa pesquisa de abordagem qualitativa buscou, por meio da observação participante, coletar dados em uma escola de educação infantil de São Carlos, interior de São Paulo, com crianças de quatro e cinco anos. As inserções foram de duas horas diárias durante 18 dias em momentos diversos da rotina escolar e os dados foram organizados em diários de observação e fotografias. Vale destacar que a pesquisa ocorreu durante a pandemia da COVID-19, por isso, ocorreram algumas intercorrências durante a coleta. Os dados foram analisados de acordo com a Análise de Conteúdos proposta por Bardin (2016) e divididos em três categorias: Fauna e flora do ambiente escolar, Elementos da natureza (água, terra, ar e fogo) e Elementos naturais (gravetos, pedras, sementes, folhas, entre outros). Contudo, quando o ambiente escolar é pensado coletivamente e permite que a criança tenha contato com o ambiente externo, oportuniza experiências, desafios, curiosidade, criatividade e autonomia, além disso, esse contato com a natureza permite que a criança se relacione, se encante e se sensibilize ao cuidado com a Terra, despertando a consciência ecológica e a formação de adultos mais conscientes e responsáveis.Não recebi financiamentoporUniversidade 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/openAccessEducação infantilAmbientes naturaisElementos naturaisCriançaEarly childhood educationNatural environmentsNatural elementsChildCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOA natureza e a criança: uma relação essencial para o desenvolvimento infantilNature and the child: an essential relationship for child developmentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/16365/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53ORIGINALLetícia Munhoz_Dissertação.pdfLetícia Munhoz_Dissertação.pdfapplication/pdf2528713https://repositorio.ufscar.br/bitstream/ufscar/16365/1/Leti%cc%81cia%20Munhoz_Dissertac%cc%a7a%cc%83o.pdf97521f312a1fd9d3892f9bd27442b69aMD51Carta_comprovante Letícia.pdfCarta_comprovante Letícia.pdfapplication/pdf129711https://repositorio.ufscar.br/bitstream/ufscar/16365/2/Carta_comprovante%20Leti%cc%81cia.pdf7520138e74817351fc468af919dab8efMD52TEXTLetícia Munhoz_Dissertação.pdf.txtLetícia Munhoz_Dissertação.pdf.txtExtracted texttext/plain246898https://repositorio.ufscar.br/bitstream/ufscar/16365/4/Leti%cc%81cia%20Munhoz_Dissertac%cc%a7a%cc%83o.pdf.txtc15d68a7ed260c2e8e3c3b4170f54510MD54Carta_comprovante Letícia.pdf.txtCarta_comprovante Letícia.pdf.txtExtracted texttext/plain1229https://repositorio.ufscar.br/bitstream/ufscar/16365/6/Carta_comprovante%20Leti%cc%81cia.pdf.txt4f7d09dc85debdedfe52bff074921240MD56THUMBNAILLetícia Munhoz_Dissertação.pdf.jpgLetícia Munhoz_Dissertação.pdf.jpgIM Thumbnailimage/jpeg5909https://repositorio.ufscar.br/bitstream/ufscar/16365/5/Leti%cc%81cia%20Munhoz_Dissertac%cc%a7a%cc%83o.pdf.jpg568690ea74e32cef4d20c025641f84c2MD55Carta_comprovante Letícia.pdf.jpgCarta_comprovante Letícia.pdf.jpgIM Thumbnailimage/jpeg12051https://repositorio.ufscar.br/bitstream/ufscar/16365/7/Carta_comprovante%20Leti%cc%81cia.pdf.jpgfc3b12353d8906bb16e4e209e1ec62e1MD57ufscar/163652022-07-08 03:45:50.366oai:repositorio.ufscar.br:ufscar/16365Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T13:04:02.698676Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A natureza e a criança: uma relação essencial para o desenvolvimento infantil |
dc.title.alternative.eng.fl_str_mv |
Nature and the child: an essential relationship for child development |
title |
A natureza e a criança: uma relação essencial para o desenvolvimento infantil |
spellingShingle |
A natureza e a criança: uma relação essencial para o desenvolvimento infantil Vellozo, Letícia Munhoz Educação infantil Ambientes naturais Elementos naturais Criança Early childhood education Natural environments Natural elements Child CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A natureza e a criança: uma relação essencial para o desenvolvimento infantil |
title_full |
A natureza e a criança: uma relação essencial para o desenvolvimento infantil |
title_fullStr |
A natureza e a criança: uma relação essencial para o desenvolvimento infantil |
title_full_unstemmed |
A natureza e a criança: uma relação essencial para o desenvolvimento infantil |
title_sort |
A natureza e a criança: uma relação essencial para o desenvolvimento infantil |
author |
Vellozo, Letícia Munhoz |
author_facet |
Vellozo, Letícia Munhoz |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5663159381076383 |
dc.contributor.author.fl_str_mv |
Vellozo, Letícia Munhoz |
dc.contributor.advisor1.fl_str_mv |
Alves, Fernando Donizete |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3812723309905378 |
contributor_str_mv |
Alves, Fernando Donizete |
dc.subject.por.fl_str_mv |
Educação infantil Ambientes naturais Elementos naturais Criança |
topic |
Educação infantil Ambientes naturais Elementos naturais Criança Early childhood education Natural environments Natural elements Child CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Early childhood education Natural environments Natural elements Child |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This research addresses the theme of environments and natural elements as one of the structuring axes of educational practice in early childhood education and the teaching and learning process of children, and aims, through participant observation, to show how children appropriate these environments and elements in daily life and school practices. This research intends to answer the question: Understand which environments and natural elements are part of a kindergarten school in São Carlos and how they are explored by children and by the educational practice present in the school routine. In order to do so, it sought in theoretical references, contributions from authors who discuss the importance of nature in early childhood education, as well as Brazilian documents for this type of education that reinforce outdoor experiences, both references maintain that environments and natural elements are fundamental, among other things, for the development of creativity, imagination and ecological awareness. In addition, considering that the child's main activity is play, as well as its creative re-elaboration, being in natural environments and enjoying its elements expands the possibilities of play and creation, stimulating curiosity, inspiring new discoveries and developing different ways of thinking. So, this research with a qualitative approach sought, through participant observation, to collect data in an early childhood school in São Carlos, in the interior of São Paulo, with children aged four and five. The insertions were for two hours a day for 18 days at different times of the school routine and the data were organized into observation journals and photographs. It is worth noting that the research took place during the COVID-19 pandemic, so there were some complications during the collection. The data were analyzed according to the Content Analysis proposed by Bardin (2016) and divided into three categories: Fauna and flora of the school environment, Elements of nature (water, earth, air and fire) and Natural elements (sticks, stones, seeds, leaves, etc.). However, when the school environment is thought collectively and allows the child to have contact with the external environment, it provides opportunities for experiences, challenges, curiosity, creativity and autonomy, in addition, this contact with nature allows the child to relate, be enchanted and become aware of caring for the Earth, awakening ecological awareness and the formation of more conscious and responsible adults. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-07T17:16:07Z |
dc.date.available.fl_str_mv |
2022-07-07T17:16:07Z |
dc.date.issued.fl_str_mv |
2022-06-27 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
VELLOZO, Letícia Munhoz. A natureza e a criança: uma relação essencial para o desenvolvimento infantil. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16365. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/16365 |
identifier_str_mv |
VELLOZO, Letícia Munhoz. A natureza e a criança: uma relação essencial para o desenvolvimento infantil. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16365. |
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https://repositorio.ufscar.br/handle/ufscar/16365 |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
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openAccess |
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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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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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