O protagonismo infantil nas narrativas do cotidiano em um CEIM de Chapecó-SC: entre a subversão e a resistência

• Ano de defesa: 2025
• Autor(a) principal: Angonese, Anderson
• Orientador(a): Conceição, Caroline Machado Cortelini
• Banca de defesa: Conceição, Caroline Machado Cortelini , Pilonetto, Roseli de Fátima Rech , Beltrame, Lisaura Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Protagonismo infantil; Educação Infantil; Pesquisa com crianças
• Palavras-chave em Inglês: Child protagonism; Early childhood education; Research with children
• Palavras-chave em Espanhol: Protagonismo infantil; Educación infantil; Investigación con niños
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS:EDUCAÇÃO
• Link de acesso: https://tede.unioeste.br/handle/tede/7921

This dissertation, linked to the Postgraduate Program in Education at the State University of Western Paraná (UNIOESTE), in the line Culture, Educational Processes and Teacher Training and to the Education, Children and Childhood Group (GPECI), has child protagonism as its central theme. In this sense, the study highlights children's cultures and their interrelationships with educational processes in early childhood education institutions, providing support for teacher training in the pedagogy course. Children having a voice, expressing themselves and being heard is still a right to be achieved and incorporated by the different social actors. In the educational context, it is important that teachers understand what protagonism is and how to promote child protagonism, as well as the continuing education of CEIM teachers. The aim of this research is to analyze how protagonist relationships are established between children and teachers in a class at a CEIM in Chapecó-SC. In order to achieve this objective, a qualitative ethnographic investigation was carried out (ANDRÉ, 1995; CORSARO, 2005), developed from a phenomenological perspective (BICUDO, 1994; MACHADO, 2013), with theoretical support from the sociology of childhood (PROUT AND JAMES, 1990; CORSARO, 1997). The research was carried out in a Municipal Early Childhood Education Center (CEIM) in Chapecó SC. Twenty children from the Very Young Children-B class took part. The research was submitted to UNIOESTE's Research Ethics Committee (CEP) and approved under opinion no. 5.976.295. Participant observation was carried out in the class, and to record the observables, the researcher used a logbook and a camera to record the scenes. The observation period lasted from May 23 to October 30, 2023, with weekly sessions from 07:45 to 11:45. Visual methodologies are an important resource in research with babies and very young children, as they allow the researcher to reflect on the complex universe that makes up the narratives of these subjects. Semi-structured interviews were also carried out with the professionals in the group, given the importance of listening to all the participants. The work highlighted the importance of teachers perceiving children as active subjects, citizens with rights and endowed with culture, and understanding the need to encourage the expression of children's languages and their participation in their own educational process. The conclusions point out that participation is a child's right and pedagogical practice must be based on this right. The research also highlights the importance of children taking an active part in educational research that involves children being seen as protagonists.