A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
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/1/19737 |
Resumo: | With this research, we had the intention of knowing and analyzing what preschool and first year children say about the transition from early childhood education to elementary education. We take as a base a conception of childhood and child: the first, as a primordial phase for human development and the second, as a historical and social being, capable of producing and creating culture. In our view, these conceptions go beyond the idea of an incomplete child or who will still be someone. Like Kramer (2006), Corsaro (2011), Fazolo (2014) and Sarmento (2003), among others, we understand that the child is already someone, constituted by himself and by the world around him. Open to various children's languages, we seek to understand how children express themselves and in what ways childhood is present at school. We ask: what is the child like in preschool and in the first year of elementary school? What does it have to say about moving from one stage to another? What is the child's look for that moment? By centralizing research in children, we intend to remove the perspective of childhood as an absence phase, which does not contribute to human social formation. Subjects of this research, the children say, say a lot: be it by words, by gestures, by graphic representations and many other forms of meaning and expression. We observed ruptures and continuities between early childhood education and elementary education and not necessarily a transition process. If, on the one hand, the absence of dialogue between professionals working in early childhood education and elementary education demonstrates that the construction of a transition between one stage and another does not seem to be a relevant issue for them; on the other hand, we realize that children talk about these two moments and establish relationships between them constantly. We observe that they are trying to propose negotiations that seek to reduce the character of rupture, although they also accept that they are different processes. Thus, we point out that list ening and valuing children's expressions can help the school – of Early Childhood Education and Elementary Education – to build a more transitional process, more in dialogue between one stage and another. In other words, we do believe that it is possible to build a transition between the stages; it is possible to contribute to children's engagement processes in primary education in a more welcoming way. For this, we call attention to the need for society (and the school, in particular) to value children's culture, providing opportunities and promoting the validation of forms of children's expression. The product of this dissertation is an audiovisual that highlights these aspects and places children at the center of this debate. |
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Sonco, Cláudia Hernandez Barreiroshttp://lattes.cnpq.br/4002383830105708Pereira, Rita Marisa Ribeshttp://lattes.cnpq.br/6665667611048925Nascimento, Anelise Monteirohttp://lattes.cnpq.br/2128109907868856http://lattes.cnpq.br/6704989409084259Henriques, Renata Fabiana de Paularenatadepaulahenriques@gmail.com2023-06-12T14:03:53Z2020-03-11HENRIQUES, Renata Fabiana de P. A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso da Escola Amarela. 2020, 129 f. (Mestrado Profissional em Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020.http://www.bdtd.uerj.br/handle/1/19737With this research, we had the intention of knowing and analyzing what preschool and first year children say about the transition from early childhood education to elementary education. We take as a base a conception of childhood and child: the first, as a primordial phase for human development and the second, as a historical and social being, capable of producing and creating culture. In our view, these conceptions go beyond the idea of an incomplete child or who will still be someone. Like Kramer (2006), Corsaro (2011), Fazolo (2014) and Sarmento (2003), among others, we understand that the child is already someone, constituted by himself and by the world around him. Open to various children's languages, we seek to understand how children express themselves and in what ways childhood is present at school. We ask: what is the child like in preschool and in the first year of elementary school? What does it have to say about moving from one stage to another? What is the child's look for that moment? By centralizing research in children, we intend to remove the perspective of childhood as an absence phase, which does not contribute to human social formation. Subjects of this research, the children say, say a lot: be it by words, by gestures, by graphic representations and many other forms of meaning and expression. We observed ruptures and continuities between early childhood education and elementary education and not necessarily a transition process. If, on the one hand, the absence of dialogue between professionals working in early childhood education and elementary education demonstrates that the construction of a transition between one stage and another does not seem to be a relevant issue for them; on the other hand, we realize that children talk about these two moments and establish relationships between them constantly. We observe that they are trying to propose negotiations that seek to reduce the character of rupture, although they also accept that they are different processes. Thus, we point out that list ening and valuing children's expressions can help the school – of Early Childhood Education and Elementary Education – to build a more transitional process, more in dialogue between one stage and another. In other words, we do believe that it is possible to build a transition between the stages; it is possible to contribute to children's engagement processes in primary education in a more welcoming way. For this, we call attention to the need for society (and the school, in particular) to value children's culture, providing opportunities and promoting the validation of forms of children's expression. The product of this dissertation is an audiovisual that highlights these aspects and places children at the center of this debate.Com a presente pesquisa, tivemos a intenção de conhecer e analisar o que dizem crianças da pré-escola e do primeiro ano a respeito da transição da educação infantil para o ensino fundamental. Tomamos como base uma concepção de infância e de criança: a primeira, como uma fase primordial para o desenvolvimento humano e a segunda, como ser histórico e social, capaz de produzir e criar cultura. Ao nosso ver, estas concepções superam a ideia de criança incompleta ou que ainda virá a ser alguém. Como Kramer (2006), Corsaro (2011), Fazolo (2014) e Sarmento (2003), entre outros, entendemos que a criança já é alguém, constituído por si mesmo e pelo mundo que o cerca. Abertas às variadas linguagens infantis, buscamos perceber como as crianças se expressam e de que modos a infância se faz presente na escola. Perguntamos: como é a criança na pré-escola e no primeiro ano do ensino fundamental? O que ela tem a dizer sobre a passagem de uma etapa a outra? Qual o olhar da criança para esse momento? Ao centralizar a pesquisa nas crianças, pretendemos afastar a perspectiva da infância como uma fase de ausência, que não contribui para a formação social humana. Sujeitos desta pesquisa, as crianças dizem, dizem muito: seja por palavras, por gestos, por representações gráficas e muitas outras formas de significação e expressão. Observamos rupturas e continuidades entre educação infantil e ensino fundamental e não necessariamente um processo de transição. Se, por um lado, a ausência de diálogo entre os profissionais que atuam na educação infantil e no ensino fundamental demonstra que não parece ser uma questão relevante para os mesmos a construção de uma transição entre uma etapa e outra; por outro lado, percebemos que as crianças falam desses dois momentos e estabelecem relações entre eles constantemente. Observamos que elas vão tentando propor negociações que buscam reduzir o caráter de ruptura, embora também aceitem que são processos distintos. Assim, apontamos que a escuta e a valorização das expressões infantis podem ajudar a escola – de Educação Infantil e de Ensino Fundamental – a construir um processo mais transicional, mais “em diálogo” entre uma etapa e outra. Ou seja, acreditamos sim, que é possível construir um a transição pensada entre as etapas; é possível contribuir com os processos de engajamento das crianças no ensino fundamental de modo mais acolhedor. Para isso, chamamos a atenção para a necessidade de que a sociedade (e a escola, em especial) possa valorizar a cultura infantil, oportunizando e promovendo a validação de formas de expressão infantil. O produto desta dissertação é um audiovisual que ressalta esses aspectos e coloca as crianças no centro deste debateSubmitted by Emily CAP/A (emilymdantas@gmail.com) on 2023-06-12T14:03:53Z No. of bitstreams: 1 Dissertação - Renata Fabiana de Paula Henriques - 2020 - Completa.pdf: 788539 bytes, checksum: 82e5b0b7d16874dc14d322c586fd78a5 (MD5)Made available in DSpace on 2023-06-12T14:03:53Z (GMT). No. of bitstreams: 1 Dissertação - Renata Fabiana de Paula Henriques - 2020 - Completa.pdf: 788539 bytes, checksum: 82e5b0b7d16874dc14d322c586fd78a5 (MD5) Previous issue date: 2020-03-11application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação de Ensino em Educação Básica - CAp UERJUERJBrasilCentro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da SilveiraChild educationElementary schoolChildhoodEducação infantilEnsino fundamentalInfânciaCIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTOA infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola AmarelaChildhood in early childhood education and the first year of elementary school: a case study of Escola Amarelainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Renata Fabiana de Paula Henriques - 2020 - Completa.pdfDissertação - Renata Fabiana de Paula Henriques - 2020 - Completa.pdfapplication/pdf788539http://www.bdtd.uerj.br/bitstream/1/19737/2/Disserta%C3%A7%C3%A3o+-+Renata+Fabiana+de+Paula+Henriques+-+2020+-+Completa.pdf82e5b0b7d16874dc14d322c586fd78a5MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/19737/1/license.txte5502652da718045d7fcd832b79fca29MD511/197372024-02-26 15:47:17.26oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-26T18:47:17Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela |
dc.title.alternative.eng.fl_str_mv |
Childhood in early childhood education and the first year of elementary school: a case study of Escola Amarela |
title |
A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela |
spellingShingle |
A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela Henriques, Renata Fabiana de Paula Child education Elementary school Childhood Educação infantil Ensino fundamental Infância CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO |
title_short |
A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela |
title_full |
A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela |
title_fullStr |
A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela |
title_full_unstemmed |
A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela |
title_sort |
A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela |
author |
Henriques, Renata Fabiana de Paula |
author_facet |
Henriques, Renata Fabiana de Paula renatadepaulahenriques@gmail.com |
author_role |
author |
author2 |
renatadepaulahenriques@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sonco, Cláudia Hernandez Barreiros |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4002383830105708 |
dc.contributor.referee1.fl_str_mv |
Pereira, Rita Marisa Ribes |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6665667611048925 |
dc.contributor.referee2.fl_str_mv |
Nascimento, Anelise Monteiro |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2128109907868856 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6704989409084259 |
dc.contributor.author.fl_str_mv |
Henriques, Renata Fabiana de Paula renatadepaulahenriques@gmail.com |
contributor_str_mv |
Sonco, Cláudia Hernandez Barreiros Pereira, Rita Marisa Ribes Nascimento, Anelise Monteiro |
dc.subject.eng.fl_str_mv |
Child education Elementary school Childhood |
topic |
Child education Elementary school Childhood Educação infantil Ensino fundamental Infância CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO |
dc.subject.por.fl_str_mv |
Educação infantil Ensino fundamental Infância |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO |
description |
With this research, we had the intention of knowing and analyzing what preschool and first year children say about the transition from early childhood education to elementary education. We take as a base a conception of childhood and child: the first, as a primordial phase for human development and the second, as a historical and social being, capable of producing and creating culture. In our view, these conceptions go beyond the idea of an incomplete child or who will still be someone. Like Kramer (2006), Corsaro (2011), Fazolo (2014) and Sarmento (2003), among others, we understand that the child is already someone, constituted by himself and by the world around him. Open to various children's languages, we seek to understand how children express themselves and in what ways childhood is present at school. We ask: what is the child like in preschool and in the first year of elementary school? What does it have to say about moving from one stage to another? What is the child's look for that moment? By centralizing research in children, we intend to remove the perspective of childhood as an absence phase, which does not contribute to human social formation. Subjects of this research, the children say, say a lot: be it by words, by gestures, by graphic representations and many other forms of meaning and expression. We observed ruptures and continuities between early childhood education and elementary education and not necessarily a transition process. If, on the one hand, the absence of dialogue between professionals working in early childhood education and elementary education demonstrates that the construction of a transition between one stage and another does not seem to be a relevant issue for them; on the other hand, we realize that children talk about these two moments and establish relationships between them constantly. We observe that they are trying to propose negotiations that seek to reduce the character of rupture, although they also accept that they are different processes. Thus, we point out that list ening and valuing children's expressions can help the school – of Early Childhood Education and Elementary Education – to build a more transitional process, more in dialogue between one stage and another. In other words, we do believe that it is possible to build a transition between the stages; it is possible to contribute to children's engagement processes in primary education in a more welcoming way. For this, we call attention to the need for society (and the school, in particular) to value children's culture, providing opportunities and promoting the validation of forms of children's expression. The product of this dissertation is an audiovisual that highlights these aspects and places children at the center of this debate. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-03-11 |
dc.date.accessioned.fl_str_mv |
2023-06-12T14:03:53Z |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
HENRIQUES, Renata Fabiana de P. A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso da Escola Amarela. 2020, 129 f. (Mestrado Profissional em Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/19737 |
identifier_str_mv |
HENRIQUES, Renata Fabiana de P. A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso da Escola Amarela. 2020, 129 f. (Mestrado Profissional em Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020. |
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http://www.bdtd.uerj.br/handle/1/19737 |
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Brasil |
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Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira |
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Universidade do Estado do Rio de Janeiro |
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