O brincar nos espaços-tempos das crianças na educação infantil no/do campo : um encontro com as culturas infantis no território campesino

• Ano de defesa: 2016
• Autor(a) principal: SANTOS, Elaine Suane Florêncio dos
• Orientador(a): SIMÕES, Patrícia Maria Uchôa
• Banca de defesa: PEDROSA, Maria Isabel Patrício de Carvalho, SALLES, Conceição Gislâne Nobrega Lima de, PERES, Flávia Mendes de Andrade, VILLANCHE-LYRA, Pompeia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
• Departamento: UFRPE - FUNDAJ
• País: Brasil
• Palavras-chave em Português: Infância; Interação social; Cultura infantil; Brincadeira infantil; Criança do campo
• Palavras-chave em Inglês: Childhood; Social Interaction; Children Culture; Countryside
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4436

The research was conducted from the perspective of new social studies on childhood which consider the children as social actors and childhood as a social category. The study’s objective was to understand how children organized play in their children's cultures within the space-time of the Early Childhood Education in the countryside and how they deal with power relations, gender, conflicts and friendship. The analysis addressed the games, individual or shared, which allow the children to experience feelings, emotions, conflicts and friendships; and the recognition of oneself and the other in their social relations. An ethnographic method for logging information was adopted which followed the play routines of two groups of children aged 4 and 5 from a municipal center of Early Childhood Education in Caruaru. The observations were recorded in videos and field notes made by the researcher. The children´s culture grammar was used to interpret the logs which allowed an analysis of the games in the semantic, syntactic, and morphological dimensions in four axes: interactivity, ludicity, reality fantasy and reiteration. The three elements present in children's cultures were also considered: embellishment, contextualization and fitting. As a conclusion, it emphasizes the recognition of specificities of the children's cultures and the need of studies which give visibility to child protagonism, especially in the case of countryside children.