“Tá tudo aqui, o achado e o sumido”: Caminhos de uma investigação com crianças numa escola das infâncias em Niterói/RJ

• Autor(a) principal: Macedo, Nayara Alves
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• 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/1/19673
• topic: Pesquisa com crianças; Infâncias; Educação Infantil em Niterói; Estudos Sociais da Infância; Research with children; Childhoods; Child Education in Niteroi; CIENCIAS HUMANAS::EDUCACAO

Intending to investigate what a group of children reveals about the ways of being a child in the context of a Municipal Unit of Early Childhood Education in the north of Niterói, this dissertation aims to discuss the complexity of research paths with children. This is a study in which epistemic and methodological approaches seek to contemplate ethnographic investigation with children, in which the cognitive acts of looking, listening and writing (OLIVEIRA, 1996) were complexified. Emphasizing the participation of children in the research (FERREIRA, 2004; SOARES, 2006), we approach different ways of finding paths to be trodden by us. If there is no recipe, manual to be followed or infallible plan, the doubt was the method (GARCIA, 2003) and children, the guiding compass of the paths entered into the research. We used methodological procedures, such as conversations with children, the use of cameras, voice recorder, log in a roaming diary (BARBIER, 2007) and a creative process of documentations of the lived facts with the research subjects (RINALDI, 2012; OSTETTO, 2018), without losing the issues that cross the construction of an ethical posture in research with children (BARBOSA, 2014; KRAMER, 2012). The study is based on the field of Childhood and Child Studies, in dialogue with the Humanities, contextualizing them in the field of contemporary academic-scientific production: Carreiro and Tavares (2018), Faria and Finco (2011), Kramer (1993 ), Kohan (2007, 2009), Leal (2011), Pereira (2012), Sarmento and Gouvea (2009), Tavares (2003, 2009) among other authors who, beyond disciplinary boundaries, consider children as subjects and not merely objects of studies and investigations, with a commitment to effectively include the participation of children in research. The relevance of this study lies in the search for research paths with children, sharing what they think and say through their hundred languages (MALAGUZZI, 1999), reflecting and problematizing how much we can learn from the knowledge and logic of children that emerge in the flow of the daily life of a childhood school.