Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element

Detalhes bibliográficos
Autor(a) principal: Brostolin, Marta Regina
Data de Publicação: 2023
Outros Autores: Carvalho, Janaina Nogueira Maia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Interações (Campo Grande. Online)
DOI: 10.20435/inter.v24i1.3774
Texto Completo: https://interacoes.ucdb.br/interacoes/article/view/3774
Resumo: The Pantanal region of Mato Grosso do Sul, through the implementation of its farm schools, opens up possibilities for investigation and, in this context, this text emerges, presenting an excerpt of doctoral research. The investigation, with a qualitative approach and ethnographic nature, had as subjects children from a farm located in the municipality of Aquidauana, state of Mato Grosso do Sul. The text in question aims to identify the re(creations) and appropriations of Pantanal children in infant games, in a school context, illustrative of their protagonism and landmark of the local culture. It is anchored in the assumptions of the Sociology of Childhood, which recognizes children as social actors, protagonists of their life stories. It uses participant observation, field notebook, photographs, and conversation circles for data collection, as a way of getting to know the group and interacting during their games, which manifest children's protagonism. The results show that Pantanal children, through interactive actions in their games, carry individual knowledge built in the daily experiences of their broader social and cultural worlds and, in some way, assume shared elements of interaction with other children and adults, thus generating the re(creations) and appropriations of their Pantanal lives.
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spelling Infant cultures of Pantanal children in a school context: protagonism as an development of local culture elementCulturas infantiles de niños pantaneros en un contexto escolar: el protagonismo como elemento de desarrollo de la cultura localCulturas infantis de crianças pantaneiras em contexto escolar: o protagonismo como elemento de desenvolvimento da cultura localPantanal childrenchildren's culturesschool contextprotagonismniños pantanerosprotagonismoculturas infantiles contexto escolarcrianças pantaneirasculturas infantiscontexto escolarprotagonismoThe Pantanal region of Mato Grosso do Sul, through the implementation of its farm schools, opens up possibilities for investigation and, in this context, this text emerges, presenting an excerpt of doctoral research. The investigation, with a qualitative approach and ethnographic nature, had as subjects children from a farm located in the municipality of Aquidauana, state of Mato Grosso do Sul. The text in question aims to identify the re(creations) and appropriations of Pantanal children in infant games, in a school context, illustrative of their protagonism and landmark of the local culture. It is anchored in the assumptions of the Sociology of Childhood, which recognizes children as social actors, protagonists of their life stories. It uses participant observation, field notebook, photographs, and conversation circles for data collection, as a way of getting to know the group and interacting during their games, which manifest children's protagonism. The results show that Pantanal children, through interactive actions in their games, carry individual knowledge built in the daily experiences of their broader social and cultural worlds and, in some way, assume shared elements of interaction with other children and adults, thus generating the re(creations) and appropriations of their Pantanal lives.La región del Pantanal de Mato Grosso do Sul, a través de la implementación de sus granja escuelas, abre posibilidades para investigaciones y, en ese contexto, surge este texto, que presenta un extracto de una investigación doctoral. La investigación, de enfoque cualitativo y de naturaleza etnográfica, tuvo como sujetos los niños del Pantanal de una  granja escuela ubicada en el municipio de Aquidauana, estado de Mato Grosso do Sul. El texto en cuestión tiene como objetivo identificar las (re)creaciones y apropiaciones de los niños del Pantanal en juegos infantiles en un contexto escolar ilustrativo de su protagonismo y referente de la cultura local. Está anclado en los presupuestos de la Sociología de la Infancia, que reconoce a los niños como actores sociales, protagonistas de sus historias de vida. Utiliza la observación participante, cuaderno de campo, fotografías y círculos de conversación para la recolección de datos como forma de conocer al grupo e interactuar en medio de sus juegos, que muestran el protagonismo de los niños. Los resultados muestran que los niños del Pantanal, a través de acciones interactivas en sus juegos, llevan conocimientos individuales construidos a partir de las experiencias cotidianas de sus mundos sociales y culturales más amplios y, de alguna manera, asumen elementos compartidos de interacción con otros niños y adultos, generando así las re(creaciones) y apropiaciones de sus vidas pantaneras.A região do Pantanal sul-mato-grossense, por meio da implantação de suas escolas-fazenda, abre possibilidades para investigações e, nesse contexto, emerge este texto, que apresenta um recorte de uma pesquisa de doutoramento. A investigação de abordagem qualitativa e cunho etnográfico teve por sujeitos as crianças pantaneiras de uma escola-fazenda localizada no município de Aquidauana, estado de Mato Grosso do Sul.  O texto em questão tem por objetivo identificar as re(criações) e apropriações das crianças pantaneiras nas brincadeiras infantis, em contexto escolar, ilustrativas de seu protagonismo e marco da cultura local. Ancora-se nos pressupostos da Sociologia da Infância, que reconhece as crianças como atores sociais, protagonistas de suas histórias de vida. Utiliza para a coleta de dados a observação participante, caderno de campo, fotografias e roda de conversa, como modo de conhecer o grupo e interagir em meio às suas brincadeiras, que manifestam o protagonismo infantil. Os resultados evidenciam que as crianças pantaneiras, por meio de ações interativas em suas brincadeiras, carregam conhecimentos individuais construídos nas experiências cotidianas dos seus mundos sociais e culturais mais amplos e vão, de alguma forma, assumindo elementos compartilhados da interação com outras crianças e adultos, gerando, assim, as re(criações) e apropriações de suas vidas pantaneiras.Universidade Católica Dom Bosco2023-05-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://interacoes.ucdb.br/interacoes/article/view/377410.20435/inter.v24i1.3774Interações (Campo Grande); Interações v. 24, n. 1, jan./mar. 2023; 343-356Interações (Campo Grande); Interações v. 24, n. 1, jan./mar. 2023; 343-356Interações (Campo Grande); Interações v. 24, n. 1, jan./mar. 2023; 343-3561984-042X1518-7012reponame:Interações (Campo Grande. Online)instname:Universidade Católica Dom Bosco (UCDB)instacron:UCDBporhttps://interacoes.ucdb.br/interacoes/article/view/3774/2791Copyright (c) 2022 Marta Regina Brostolin, Janaina Nogueira Maia Carvalhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBrostolin, Marta ReginaCarvalho, Janaina Nogueira Maia2023-12-01T13:36:47Zoai:ojs.multitemasucdb.emnuvens.com.br:article/3774Revistahttps://www.scielo.br/j/inter/PRIhttps://old.scielo.br/oai/scielo-oai.php||interacoes@ucdb.br|| igor@ucdb.br||suzantoniazzo@ucdb.br1984-042X1518-7012opendoar:2023-12-01T13:36:47Interações (Campo Grande. Online) - Universidade Católica Dom Bosco (UCDB)false
dc.title.none.fl_str_mv Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
Culturas infantiles de niños pantaneros en un contexto escolar: el protagonismo como elemento de desarrollo de la cultura local
Culturas infantis de crianças pantaneiras em contexto escolar: o protagonismo como elemento de desenvolvimento da cultura local
title Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
spellingShingle Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
Brostolin, Marta Regina
Pantanal children
children's cultures
school context
protagonism
niños pantaneros
protagonismo
culturas infantiles
contexto escolar
crianças pantaneiras
culturas infantis
contexto escolar
protagonismo
Brostolin, Marta Regina
Pantanal children
children's cultures
school context
protagonism
niños pantaneros
protagonismo
culturas infantiles
contexto escolar
crianças pantaneiras
culturas infantis
contexto escolar
protagonismo
title_short Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
title_full Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
title_fullStr Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
title_full_unstemmed Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
title_sort Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element
author Brostolin, Marta Regina
author_facet Brostolin, Marta Regina
Brostolin, Marta Regina
Carvalho, Janaina Nogueira Maia
Carvalho, Janaina Nogueira Maia
author_role author
author2 Carvalho, Janaina Nogueira Maia
author2_role author
dc.contributor.author.fl_str_mv Brostolin, Marta Regina
Carvalho, Janaina Nogueira Maia
dc.subject.por.fl_str_mv Pantanal children
children's cultures
school context
protagonism
niños pantaneros
protagonismo
culturas infantiles
contexto escolar
crianças pantaneiras
culturas infantis
contexto escolar
protagonismo
topic Pantanal children
children's cultures
school context
protagonism
niños pantaneros
protagonismo
culturas infantiles
contexto escolar
crianças pantaneiras
culturas infantis
contexto escolar
protagonismo
description The Pantanal region of Mato Grosso do Sul, through the implementation of its farm schools, opens up possibilities for investigation and, in this context, this text emerges, presenting an excerpt of doctoral research. The investigation, with a qualitative approach and ethnographic nature, had as subjects children from a farm located in the municipality of Aquidauana, state of Mato Grosso do Sul. The text in question aims to identify the re(creations) and appropriations of Pantanal children in infant games, in a school context, illustrative of their protagonism and landmark of the local culture. It is anchored in the assumptions of the Sociology of Childhood, which recognizes children as social actors, protagonists of their life stories. It uses participant observation, field notebook, photographs, and conversation circles for data collection, as a way of getting to know the group and interacting during their games, which manifest children's protagonism. The results show that Pantanal children, through interactive actions in their games, carry individual knowledge built in the daily experiences of their broader social and cultural worlds and, in some way, assume shared elements of interaction with other children and adults, thus generating the re(creations) and appropriations of their Pantanal lives.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://interacoes.ucdb.br/interacoes/article/view/3774
10.20435/inter.v24i1.3774
url https://interacoes.ucdb.br/interacoes/article/view/3774
identifier_str_mv 10.20435/inter.v24i1.3774
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://interacoes.ucdb.br/interacoes/article/view/3774/2791
dc.rights.driver.fl_str_mv Copyright (c) 2022 Marta Regina Brostolin, Janaina Nogueira Maia Carvalho
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Marta Regina Brostolin, Janaina Nogueira Maia Carvalho
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Católica Dom Bosco
publisher.none.fl_str_mv Universidade Católica Dom Bosco
dc.source.none.fl_str_mv Interações (Campo Grande); Interações v. 24, n. 1, jan./mar. 2023; 343-356
Interações (Campo Grande); Interações v. 24, n. 1, jan./mar. 2023; 343-356
Interações (Campo Grande); Interações v. 24, n. 1, jan./mar. 2023; 343-356
1984-042X
1518-7012
reponame:Interações (Campo Grande. Online)
instname:Universidade Católica Dom Bosco (UCDB)
instacron:UCDB
instname_str Universidade Católica Dom Bosco (UCDB)
instacron_str UCDB
institution UCDB
reponame_str Interações (Campo Grande. Online)
collection Interações (Campo Grande. Online)
repository.name.fl_str_mv Interações (Campo Grande. Online) - Universidade Católica Dom Bosco (UCDB)
repository.mail.fl_str_mv ||interacoes@ucdb.br|| igor@ucdb.br||suzantoniazzo@ucdb.br
_version_ 1822182644240089088
dc.identifier.doi.none.fl_str_mv 10.20435/inter.v24i1.3774

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