A Roda de Conversa na escola da infância: (re) pensando as experiências de linguagens no cotidiano de uma unidade municipal de Educação Infantil

• Autor(a) principal: Almeida, Andréa Gonçalves de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/9977
• topic: Children; Infant Education; Languages; Childhoods; Talk Circles; Knowledge Production; Crianças; Educação Infantil; Linguagens; Infâncias; Rodas de Conversas; Produção do conhecimento; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present research looked for investigating children key role and relations as languages and culture producers, by classifying, according to Talk Circles context, in this text, as an Epistemic Pedagogical device, by some group of children from a Public Infant Education Municipal Unit, located in Barreto municipality, in Niteroi. That research of participative nature and ethnographic character has been accomplishing with five-year-old children from Rosalina de Araújo Costa UMEI. That essay had as its target children and their different childhoods by investigating the relationships that they develop in the Infant school context. According to the theoretical-methodological viewpoint, the highlighted research pursued to investigate, by a dialogue with Certeau (2008) in a perspective of everyday life, with Warschauer (1993) in an approach involving the Circle and the Record, Freinet (1979), Benjamin (2002), Fernandes (2004) and Faria (2011) as basis of the study of Infant Sociology, by reviewing some everyday issues of a young children group. The mainly point has kept conceptions which have as its aim to understand these young students, according to a sociocultural perspective, considering they are able to produce culture and to participate to their knowledges construction, in a more active way. That research route had even as its purpose to achieve the knowledges brought by the children, through the Talk Circles, in the Infant School context, so that it can be targeting discussions about the several languages remarked in theprocess. That fact approaches fundamental aspects, which made possible to the group, i.e., the teacher and her students recognize by themselves that they are active individuals and co-authors in the Infant knowledge construction process.