Movimento corporal da criança na educação infantil: expressão, comunicação e interação
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/13991 |
Resumo: | This study discusses the movement of children s bodies in children s education, an essential way of expressing, communicating and interacting. With it, we aim at understanding the movement, or else, the body expression of five- and six-year-old children within the space of an institute for children s education located in the periphery of the city of Uberlândia (Minas Gerais, Brazil). With such purpose defined, we searched for a methodology likely to make us learn the body movement of children without breaking or limiting the movement itself, or its dynamics, or the expression of life in the space of the institution being researched. We found trails in the qualitative research that led us to build knowledge in how to interact with the subjects of the research. Following such trails we noticed that the observation was our greatest ally in our research, because we were dealing with infant subjects and because we had in their body movement the main objective of our study. We remained five months in the mentioned institute, not more than three days per week, which added up to 193 (one hundred and ninety-three) hours of observation. We used our field notes which registered the observations held in the institute and interviewed the class teachers as well as the institute s Pedagogical Coordinator. We also made use of pictures in a way to register the children s body movement. Our analyses point to the perception that the body movement is seen as lack of attention ; therefore, it is normally discouraged. As the body movement is not acknowledged by the professionals as an important element for the children s development, it is not as well given the proper focus of attention either at the moment of organizing space and routine or when the teachers themselves plan their performance. However, the dialogues developed made us realize the distance between the discourse and the praxis. In fact, this not merely means that the teachers orally express a theory while assuming a new posture at practice. Those teachers, indeed, put in practice what they interpret from the theories, including the one about the children s development. So, the formation of teachers surely cannot be taken for granted in our final analyses, for it is one of the essential elements for carrying out a practice which is attentive enough to the importance of children s body movement as a means of expressing, communicating and interacting with their peers in the school environment. |
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2016-06-22T18:36:41Z2007-03-122016-06-22T18:36:41Z2006-03-31RICHTER, Leonice Matilde. Movimento corporal da criança na educação infantil: expressão, comunicação e interação. 2006. 176 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2006.https://repositorio.ufu.br/handle/123456789/13991This study discusses the movement of children s bodies in children s education, an essential way of expressing, communicating and interacting. With it, we aim at understanding the movement, or else, the body expression of five- and six-year-old children within the space of an institute for children s education located in the periphery of the city of Uberlândia (Minas Gerais, Brazil). With such purpose defined, we searched for a methodology likely to make us learn the body movement of children without breaking or limiting the movement itself, or its dynamics, or the expression of life in the space of the institution being researched. We found trails in the qualitative research that led us to build knowledge in how to interact with the subjects of the research. Following such trails we noticed that the observation was our greatest ally in our research, because we were dealing with infant subjects and because we had in their body movement the main objective of our study. We remained five months in the mentioned institute, not more than three days per week, which added up to 193 (one hundred and ninety-three) hours of observation. We used our field notes which registered the observations held in the institute and interviewed the class teachers as well as the institute s Pedagogical Coordinator. We also made use of pictures in a way to register the children s body movement. Our analyses point to the perception that the body movement is seen as lack of attention ; therefore, it is normally discouraged. As the body movement is not acknowledged by the professionals as an important element for the children s development, it is not as well given the proper focus of attention either at the moment of organizing space and routine or when the teachers themselves plan their performance. However, the dialogues developed made us realize the distance between the discourse and the praxis. In fact, this not merely means that the teachers orally express a theory while assuming a new posture at practice. Those teachers, indeed, put in practice what they interpret from the theories, including the one about the children s development. So, the formation of teachers surely cannot be taken for granted in our final analyses, for it is one of the essential elements for carrying out a practice which is attentive enough to the importance of children s body movement as a means of expressing, communicating and interacting with their peers in the school environment.Este estudo discute o movimento corporal da criança na educação infantil, forma essencial de expressão, comunicação e interação. Objetivamos compreender o movimento, a expressão corporal da criança de 5 e 6 anos no espaço de uma instituição de educação infantil situada em uma região periférica do município de Uberlândia. Diante de tal propósito, buscamos uma metodologia que nos possibilitasse apreender o movimento corporal da criança sem ferir, sem limitar o próprio movimento, a dinâmica, a vida presente no espaço da instituição pesquisada. Encontramos na pesquisa qualitativa trilhas que nos conduziram à construção de conhecimentos na interação com os sujeitos pesquisados. Nessa direção, a observação foi a maior aliada no desenvolvimento de nossa pesquisa, por se tratar de sujeitos/crianças e por termos como objeto de estudo o movimento corporal delas. Permanecemos por cinco meses, três dias da semana na instituição, perfazendo um total de 193 horas de acompanhamento. Utilizamos as notas de campo na qual registramos as observações realizadas na instituição e fizemos entrevistas com as professoras da turma e com a Coordenadora Pedagógica da instituição. Fizemos uso também da imagem fotográfica, buscando o registro do movimento corporal da criança. Nossas análises apontam para a percepção de que o movimento corporal é entendido como desatenção; por isso, normalmente, é cerceado. Como o movimento não é assumido pelos profissionais enquanto elemento importante para o desenvolvimento da criança, também não é tomado como foco de atenção, seja no momento da organização do espaço, da rotina e da organização do trabalho docente. Mas, os diálogos tecidos nos levaram a perceber a distância entre o discurso proferido e a prática executada. Na realidade, isso não significa simplesmente que essas professoras expressam oralmente uma teoria e na prática assumem uma nova postura. As professoras, na verdade, colocam em prática o que elas interpretam das teorias, dentre elas a do desenvolvimento infantil. Desse modo, a formação de professores é foco de atenção em nossas análises finais, pois se constitui em um dos elementos essenciais para a realização de uma prática docente atenta à importância do movimento corporal da criança como forma de expressão, comunicação e interação com seus pares no ambiente escolar.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorMestre em Educaçãoapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em EducaçãoUFUBRCiências HumanasEducação InfantilMovimento corporalInteraçãoEducação de criançasPsicologia do movimentoCNPQ::CIENCIAS HUMANAS::EDUCACAOMovimento corporal da criança na educação infantil: expressão, comunicação e interaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMota, Maria Veranilda Soareshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784152J3Costa, Lucia Helena Ferreira Mendonçahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4707047Z9Matthiesen, Sara Quenzerhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4773421Y4http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4702173Z9Richter, Leonice Matildeinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILLMRichterDISS1PRT.pdf.jpgLMRichterDISS1PRT.pdf.jpgGenerated Thumbnailimage/jpeg1193https://repositorio.ufu.br/bitstream/123456789/13991/5/LMRichterDISS1PRT.pdf.jpge6f47ea3130df4fd10276122e3bcb9feMD55LMRichterDISS2PRT.pdf.jpgLMRichterDISS2PRT.pdf.jpgGenerated Thumbnailimage/jpeg1582https://repositorio.ufu.br/bitstream/123456789/13991/6/LMRichterDISS2PRT.pdf.jpg3fe122171739b317fca444d81f24696dMD56ORIGINALLMRichterDISS1PRT.pdfapplication/pdf1507792https://repositorio.ufu.br/bitstream/123456789/13991/1/LMRichterDISS1PRT.pdf9d4816e50af18ee81d9826feb71ae033MD51LMRichterDISS2PRT.pdfapplication/pdf1750376https://repositorio.ufu.br/bitstream/123456789/13991/2/LMRichterDISS2PRT.pdf1f591efcb8f090fea063125eebf5ff1dMD52TEXTLMRichterDISS1PRT.pdf.txtLMRichterDISS1PRT.pdf.txtExtracted texttext/plain224705https://repositorio.ufu.br/bitstream/123456789/13991/3/LMRichterDISS1PRT.pdf.txtdd31c87a6fdccd2e3a64c499389f03f1MD53LMRichterDISS2PRT.pdf.txtLMRichterDISS2PRT.pdf.txtExtracted texttext/plain130682https://repositorio.ufu.br/bitstream/123456789/13991/4/LMRichterDISS2PRT.pdf.txtf049def7df696684bd2420d935539afaMD54123456789/139912016-06-23 03:43:54.196oai:repositorio.ufu.br:123456789/13991Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2024-04-26T14:54:41.216038Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
Movimento corporal da criança na educação infantil: expressão, comunicação e interação |
title |
Movimento corporal da criança na educação infantil: expressão, comunicação e interação |
spellingShingle |
Movimento corporal da criança na educação infantil: expressão, comunicação e interação Richter, Leonice Matilde Educação Infantil Movimento corporal Interação Educação de crianças Psicologia do movimento CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Movimento corporal da criança na educação infantil: expressão, comunicação e interação |
title_full |
Movimento corporal da criança na educação infantil: expressão, comunicação e interação |
title_fullStr |
Movimento corporal da criança na educação infantil: expressão, comunicação e interação |
title_full_unstemmed |
Movimento corporal da criança na educação infantil: expressão, comunicação e interação |
title_sort |
Movimento corporal da criança na educação infantil: expressão, comunicação e interação |
author |
Richter, Leonice Matilde |
author_facet |
Richter, Leonice Matilde |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mota, Maria Veranilda Soares |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784152J3 |
dc.contributor.referee1.fl_str_mv |
Costa, Lucia Helena Ferreira Mendonça |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4707047Z9 |
dc.contributor.referee2.fl_str_mv |
Matthiesen, Sara Quenzer |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4773421Y4 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4702173Z9 |
dc.contributor.author.fl_str_mv |
Richter, Leonice Matilde |
contributor_str_mv |
Mota, Maria Veranilda Soares Costa, Lucia Helena Ferreira Mendonça Matthiesen, Sara Quenzer |
dc.subject.por.fl_str_mv |
Educação Infantil Movimento corporal Interação Educação de crianças Psicologia do movimento |
topic |
Educação Infantil Movimento corporal Interação Educação de crianças Psicologia do movimento CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study discusses the movement of children s bodies in children s education, an essential way of expressing, communicating and interacting. With it, we aim at understanding the movement, or else, the body expression of five- and six-year-old children within the space of an institute for children s education located in the periphery of the city of Uberlândia (Minas Gerais, Brazil). With such purpose defined, we searched for a methodology likely to make us learn the body movement of children without breaking or limiting the movement itself, or its dynamics, or the expression of life in the space of the institution being researched. We found trails in the qualitative research that led us to build knowledge in how to interact with the subjects of the research. Following such trails we noticed that the observation was our greatest ally in our research, because we were dealing with infant subjects and because we had in their body movement the main objective of our study. We remained five months in the mentioned institute, not more than three days per week, which added up to 193 (one hundred and ninety-three) hours of observation. We used our field notes which registered the observations held in the institute and interviewed the class teachers as well as the institute s Pedagogical Coordinator. We also made use of pictures in a way to register the children s body movement. Our analyses point to the perception that the body movement is seen as lack of attention ; therefore, it is normally discouraged. As the body movement is not acknowledged by the professionals as an important element for the children s development, it is not as well given the proper focus of attention either at the moment of organizing space and routine or when the teachers themselves plan their performance. However, the dialogues developed made us realize the distance between the discourse and the praxis. In fact, this not merely means that the teachers orally express a theory while assuming a new posture at practice. Those teachers, indeed, put in practice what they interpret from the theories, including the one about the children s development. So, the formation of teachers surely cannot be taken for granted in our final analyses, for it is one of the essential elements for carrying out a practice which is attentive enough to the importance of children s body movement as a means of expressing, communicating and interacting with their peers in the school environment. |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-03-31 |
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2007-03-12 2016-06-22T18:36:41Z |
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2016-06-22T18:36:41Z |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
RICHTER, Leonice Matilde. Movimento corporal da criança na educação infantil: expressão, comunicação e interação. 2006. 176 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2006. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/13991 |
identifier_str_mv |
RICHTER, Leonice Matilde. Movimento corporal da criança na educação infantil: expressão, comunicação e interação. 2006. 176 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2006. |
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Universidade Federal de Uberlândia |
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Ciências Humanas |
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