Child, childhood and historical-cultural theory: an invite to reflection
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18549 |
Resumo: | This article approaches the actions and studies in research groups, involving scientific studies, master’s degree and doctorate, focused on children, on their childhood and education. The goals involved the perspective of bringing to the discussion propositions of educational Historical-Cultural Theory, in a review of essential concepts to (re) think potentially humanizing pedagogical actions. Especially, we highlight conceptual discussions, understanding what conceptions people have about children and childhood, in general, not even aware about them, guide the actions and attitudes for children, inside and outside school. The researches presented were based on presence and theoretical studies, for data collection through pedagogical practice observations and interviews with children. It was possible to conclude from these studies that, in the process of making education, in the early years of life, potentially humanizing, the restructuring of child concepts and childhood we have are essential. With the support of Historical-Cultural Theory theses, we can say that conceptual changes may guide educational practices in schools, to obtain the full development of human skills and abilities, because child may be able to do, themselves, the activities with culture objects. For this child’s active role, activities for them are essential, instead of mechanized tasks, devoid of melody, poetry and charm, so common in Children’s Education School. |
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Child, childhood and historical-cultural theory: an invite to reflectionCriança, infância e teoria histórico-cultural: convite à reflexãoChildChildhoodEducationHistoric-Cultural TheoryCriançaInfânciaEducaçãoTeoria Histórico-CulturalThis article approaches the actions and studies in research groups, involving scientific studies, master’s degree and doctorate, focused on children, on their childhood and education. The goals involved the perspective of bringing to the discussion propositions of educational Historical-Cultural Theory, in a review of essential concepts to (re) think potentially humanizing pedagogical actions. Especially, we highlight conceptual discussions, understanding what conceptions people have about children and childhood, in general, not even aware about them, guide the actions and attitudes for children, inside and outside school. The researches presented were based on presence and theoretical studies, for data collection through pedagogical practice observations and interviews with children. It was possible to conclude from these studies that, in the process of making education, in the early years of life, potentially humanizing, the restructuring of child concepts and childhood we have are essential. With the support of Historical-Cultural Theory theses, we can say that conceptual changes may guide educational practices in schools, to obtain the full development of human skills and abilities, because child may be able to do, themselves, the activities with culture objects. For this child’s active role, activities for them are essential, instead of mechanized tasks, devoid of melody, poetry and charm, so common in Children’s Education School.Este artigo retrata as ações e estudos em grupos de pesquisa, dos quais decorreram trabalhos de iniciação científica, mestrado e doutorado, focados na criança, em sua infância e educação. Os objetivos envolveram a perspectiva de trazer à reflexão proposições da denominada Teoria Histórico-Cultural para a educação, numa revisão de conceitos essenciais para se (re)pensar ações pedagógicas potencialmente humanizadoras. Especialmente, destacam-se discussões conceituais, por se entender que compreensões que se tem em relação à criança e à infância que, de modo geral, nem se tem consciência acerca delas, fundamentam e orientam as ações e atitudes voltadas à criança, dentro e fora dos ambientes escolares. As pesquisas apresentadas basearam-se em estudos teóricos e de campo, para coleta de dados mediante observações da prática pedagógica e entrevistas com crianças. Foi possível depreender desses estudos que, no processo de tornar a educação, nos primeiros anos de vida, potencialmente humanizadora, a reestruturação do conceito de criança que se tem é fundamental. Com amparo em teses da Teoria Histórico-Cultural, reafirma-se que mudanças conceituais poderão orientar práticas educacionais nas escolas, capazes de vencer os entraves que obstaculizam o desenvolvimento pleno de capacidades e habilidades humanas nas crianças, uma vez que, para se apropriar dessas capacidades e habilidades, a criança precisa realizar, ela própria, as atividades com os objetos da cultura. Para essa atuação ativa da criança, são essenciais processos da atividade infantil, em lugar de tarefas mecanizadas, esvaziadas de melodia, poesia e encanto, ainda tão comuns nas Escolas Infantis.Universidade Estadual de Maringá2012-09-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1854910.4025/tpe.v15i1.18549Teoria e Prática da Educação; v. 15 n. 1 (2012); 67-772237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18549/9792Lima, Elieuza Aparecida deRibeiro, Aline Escobar MagalhãesValiengo, Amandainfo:eu-repo/semantics/openAccess2023-01-12T13:53:59Zoai:periodicos.uem.br/ojs:article/18549Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:25.215005Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
Child, childhood and historical-cultural theory: an invite to reflection Criança, infância e teoria histórico-cultural: convite à reflexão |
title |
Child, childhood and historical-cultural theory: an invite to reflection |
spellingShingle |
Child, childhood and historical-cultural theory: an invite to reflection Lima, Elieuza Aparecida de Child Childhood Education Historic-Cultural Theory Criança Infância Educação Teoria Histórico-Cultural |
title_short |
Child, childhood and historical-cultural theory: an invite to reflection |
title_full |
Child, childhood and historical-cultural theory: an invite to reflection |
title_fullStr |
Child, childhood and historical-cultural theory: an invite to reflection |
title_full_unstemmed |
Child, childhood and historical-cultural theory: an invite to reflection |
title_sort |
Child, childhood and historical-cultural theory: an invite to reflection |
author |
Lima, Elieuza Aparecida de |
author_facet |
Lima, Elieuza Aparecida de Ribeiro, Aline Escobar Magalhães Valiengo, Amanda |
author_role |
author |
author2 |
Ribeiro, Aline Escobar Magalhães Valiengo, Amanda |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lima, Elieuza Aparecida de Ribeiro, Aline Escobar Magalhães Valiengo, Amanda |
dc.subject.por.fl_str_mv |
Child Childhood Education Historic-Cultural Theory Criança Infância Educação Teoria Histórico-Cultural |
topic |
Child Childhood Education Historic-Cultural Theory Criança Infância Educação Teoria Histórico-Cultural |
description |
This article approaches the actions and studies in research groups, involving scientific studies, master’s degree and doctorate, focused on children, on their childhood and education. The goals involved the perspective of bringing to the discussion propositions of educational Historical-Cultural Theory, in a review of essential concepts to (re) think potentially humanizing pedagogical actions. Especially, we highlight conceptual discussions, understanding what conceptions people have about children and childhood, in general, not even aware about them, guide the actions and attitudes for children, inside and outside school. The researches presented were based on presence and theoretical studies, for data collection through pedagogical practice observations and interviews with children. It was possible to conclude from these studies that, in the process of making education, in the early years of life, potentially humanizing, the restructuring of child concepts and childhood we have are essential. With the support of Historical-Cultural Theory theses, we can say that conceptual changes may guide educational practices in schools, to obtain the full development of human skills and abilities, because child may be able to do, themselves, the activities with culture objects. For this child’s active role, activities for them are essential, instead of mechanized tasks, devoid of melody, poetry and charm, so common in Children’s Education School. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-09-07 |
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://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18549 10.4025/tpe.v15i1.18549 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18549 |
identifier_str_mv |
10.4025/tpe.v15i1.18549 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18549/9792 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 15 n. 1 (2012); 67-77 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207156522516480 |