Ensino fundamental de nove anos em Goiânia: o lugar criança de seis anos, concepções e fundamentos sobre sua educação

• Autor(a) principal: COSTA, Sônia Santana da
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1184
• topic: Ensino fundamental de nove anos; Lugar da criança de seis anos; 1. Ensino Fundamental de Nove Anos 2. Lugar da Criança de Seis Anos; Nine-year Elementary School; The place of a Six-year-old child; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research is linked to the Public Politic Project and Infant Education in Goiás: history, conceptions, projects and practices and to the line of research Formation and Professionalization of Teachers from Faculty of Education at Federal University of Goias. It aims to investigate the place of the six-year-old child on the Nine-year Elementary School in a Municipal school in Goiânia. This is na ethnographic research based on the dialectical materialism method with Socio-Historical approach and on the writings of the following authors: Bakhtin (1992 a/b), Luria, (1991, 2006), Leontiev (2004, 2006) e Vygotsky (1979, 1988, 1989, 1991, 2001 a/b, 2006). A mapping of the theses and dissertations deposited in Capes from 2002 to 2006 dealing with themes related to this research was done in order to verify the relevance and the pertinence of the research. The conceptions of Infancy were situated historically through the analysis of the theses and dissertations to comprehend its place in history, its vinculation to the school context and to select the paradigms that guide the current school and that define the place of child in this space. Legal orientations that determine the inclusion of the six-year-old child in the Elementary School were discussed in order to understand the place of Infancy deliberated by legal procedures as well as the Pedagogic proposal of the Municipal Education Bureau to understand the conceptions of Infancy and Education that guide the work developed in schools. In order to apprehend the concrete real , the conceptions of Infancy and Education and their implications to the school quotidian were analysed having in mind the representation objectivated by the six-year-old child about him(her)self when starting Elementary School. The child speech was analysed aiming to understand the place attributed to the child by school and the place claimed by her(him)self. In this process categories as escolarization and issues related to this concept of Zone of Proximal Development and Discipline were highlighted. Another concept that emerged in the dialogic interaction with children and with adult was Ludicity when teacher or child-directed play was proposed. Some intervenient factors such as: Religiosity and Sexuality were also analysed. After this study it was possible to comprehend that the six-year-old child demands an education that is differentiated from the traditional one offered by the Elementary School.This study presented some considerations and among them that the the six-year old child lost his/her place historically instituted , the Infantile Education, that has been studied by various researchers in order to qualify this space, so that the specifity of the child could be respected and also to propose a teaching based in an omnilateral perspective.This is the place defended by the six-year old child. He/she demands a differentiated education from the Elementary school. The child has searched his/her space by the speech, cry, agressivity and indiscipline. It is necessary to listen to the child. And based on this listening it is necessary that the Municipal Education Secretary and schools start a critical and democratic debate aiming to analyse and guarantee an educational space to fulfill the child wishes and needs, that offers a meaningful and ludic learning and to propiciate his/her development.