Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/10326 |
Resumo: | The objective of this thesis is to find out whether shared feelings and constructed meanings for children s crying in public nursery schools of the city of Juiz de Fora, during reflection sessions with coordinators/principals, produce theoretical reflection spaces on practices that may create a reflection practice. Based on the type of problem formulated, I chose to work the methodological perspective from a critical research paradigm achieved in the critical collaboration research modality with a social-historical-cultural focus. This is justified by the fact that I seek to understand the place children s crying occupies in the practices of coordinators/principals, and try to identify if awareness of institutionalized actions can produce changes in a nursery school s internal practices. The thesis discourse corpus consists of 10 reflecting sessions; all resulting data was organized and reviewed from the Aguiar and Ozella (2006) Signification Nuclei theoretical-methodological perspective. The theoretical field is included in the dialogue among Vigotski, Bakhtin, and Wallon. This is because these authors have immensely contributed to the discussion on meaning, significance, language and conscience, the proximal development zone, as well as the study of emotion, especially on the manifestation of children s crying in the context of a nursery school. The Signification Nuclei architecture revealed the necessity to go deeper into these questions relating to the different outlooks on children s crying; strategies to deal with the crying from the view of coordinators/principals; the control/uncontrol/non-control of crying; the interrelation of crying, nursery school, and family, and finally the theoretical-practical reflection as a possibility to reverberate in a nursery school s everyday life. Analyses confirmed three basic premises: a) that emotion constitutes the first interaction resource with the other, which antecedes the symbolic representation itself and therefore it is of great value to go deeper into this subject in educational courses; b) that when we make the experienced scene clearer, this clearness can bring elements for other possible interventions, for other possible dialogues on children s crying. The transformation perspective can happen exactly in the dialogue between everyday life, history and reflection spaces; c) that the fundamental aspect, in the context of education, is not to focus only on the context to be transmitted without the possibility of reflection on the target context itself, because it is through the potential withdrawal from and necessary strangeness of routine practices, sporadically or almost never questioned, that reflection and critique are established. |
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Vasconcellos, Vera Maria Ramos dehttp://lattes.cnpq.br/7924221243065056Silva, Léa Stahlschmidt Pintohttp://lattes.cnpq.br/2323711135869128Aquino, Ligia Maria Motta Lima Leão dehttp://lattes.cnpq.br/6964418709270791Vasconcellos, Tânia dehttp://lattes.cnpq.br/8474599651779122Aguiar, Wanda Maria Junqueira dehttp://lattes.cnpq.br/1565105678352914http://lattes.cnpq.br/3157421070865791Santos, Núbia Aparecida Schaper2021-01-05T21:43:54Z2013-06-142012-02-27http://www.bdtd.uerj.br/handle/1/10326The objective of this thesis is to find out whether shared feelings and constructed meanings for children s crying in public nursery schools of the city of Juiz de Fora, during reflection sessions with coordinators/principals, produce theoretical reflection spaces on practices that may create a reflection practice. Based on the type of problem formulated, I chose to work the methodological perspective from a critical research paradigm achieved in the critical collaboration research modality with a social-historical-cultural focus. This is justified by the fact that I seek to understand the place children s crying occupies in the practices of coordinators/principals, and try to identify if awareness of institutionalized actions can produce changes in a nursery school s internal practices. The thesis discourse corpus consists of 10 reflecting sessions; all resulting data was organized and reviewed from the Aguiar and Ozella (2006) Signification Nuclei theoretical-methodological perspective. The theoretical field is included in the dialogue among Vigotski, Bakhtin, and Wallon. This is because these authors have immensely contributed to the discussion on meaning, significance, language and conscience, the proximal development zone, as well as the study of emotion, especially on the manifestation of children s crying in the context of a nursery school. The Signification Nuclei architecture revealed the necessity to go deeper into these questions relating to the different outlooks on children s crying; strategies to deal with the crying from the view of coordinators/principals; the control/uncontrol/non-control of crying; the interrelation of crying, nursery school, and family, and finally the theoretical-practical reflection as a possibility to reverberate in a nursery school s everyday life. Analyses confirmed three basic premises: a) that emotion constitutes the first interaction resource with the other, which antecedes the symbolic representation itself and therefore it is of great value to go deeper into this subject in educational courses; b) that when we make the experienced scene clearer, this clearness can bring elements for other possible interventions, for other possible dialogues on children s crying. The transformation perspective can happen exactly in the dialogue between everyday life, history and reflection spaces; c) that the fundamental aspect, in the context of education, is not to focus only on the context to be transmitted without the possibility of reflection on the target context itself, because it is through the potential withdrawal from and necessary strangeness of routine practices, sporadically or almost never questioned, that reflection and critique are established.O objetivo desta tese consistiu em saber se os sentidos compartilhados e os significados construídos sobre o choro das crianças nas creches públicas do município de Juiz de Fora, durante as sessões reflexivas com as coordenadoras/diretoras, produzem espaços de reflexão teórica sobre as práticas capazes de criar uma prática de reflexão. Pelo tipo de problema formulado optei por trabalhar a perspectiva metodológica a partir do paradigma crítico de pesquisa, concretizado na modalidade de pesquisa crítica de colaboração, com enfoque sócio-histórico-cultural. Isto se justifica porque busco compreender o lugar do choro das crianças nas práticas das coordenadoras/diretoras, procurando identificar se a consciência das ações institucionalizadas pode produzir mudanças nas práticas no interior das creches. O corpus discurso da tese constitui-se de 10 sessões reflexivas, cujos dados produzidos foram organizados e analisados a partir da perspectiva teórico-metodológica dos Núcleos de Significação de Aguiar e Ozella (2006). O campo teórico está circunscrito no diálogo entre Vigotski, Bakhtin e Wallon. Isso porque estes autores contribuíram, sobremaneira, para a discussão sobre sentido, significado; linguagem e consciência, zona de desenvolvimento proximal, além do estudo da emoção, em especial, sobre a manifestação do choro da criança no contexto da creche. A arquitetura dos Núcleos de Significação revelou a necessidade de aprofundar questões relacionadas aos diversos olhares para o choro da criança; estratégias para lidar com o choro a partir da visão das coordenadoras/diretoras; o controle/descontrole/não controle do choro; a inter-relação do choro, da creche e da família e, finalmente, a reflexão teórico-prática como possibilidade de reverberação no cotidiano da creche. As análises confirmaram três premissas básicas: a) que a emoção constitui-se como o primeiro recurso de interação com o outro, que antecede a própria representação simbólica e por isso é valioso o aprofundamento deste assunto em cursos de formação; b) quando tornamos a cena vivida mais clara, essa clareza pode trazer elementos para outras possíveis intervenções, para outros possíveis diálogos sobre o choro da criança. A perspectiva de transformação pode acontecer exatamente no diálogo entre o cotidiano, a história e espaços de reflexão; c) que o fundamental, nos contextos de formação, é não focalizar apenas o conteúdo a ser transmitido sem possibilidade de reflexão sobre o próprio contexto a que se destina porque é pelo possível distanciamento e necessário estranhamento das práticas rotineiras, esporadicamente ou quase nunca questionadas, que a reflexão e a crítica se estabelecem.Submitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:43:54Z No. of bitstreams: 1 Tese_Nubia Aparecida Schaper Santos.pdf: 1815105 bytes, checksum: 1aeca0957b8263e48fd5307a2ef98ec4 (MD5)Made available in DSpace on 2021-01-05T21:43:54Z (GMT). No. of bitstreams: 1 Tese_Nubia Aparecida Schaper Santos.pdf: 1815105 bytes, checksum: 1aeca0957b8263e48fd5307a2ef98ec4 (MD5) Previous issue date: 2012-02-27Fundação de Amparo à Pesquisa do Estado do Rio de Janeiroapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBRCentro de Educação e Humanidades::Faculdade de EducaçãoCryingNursery schoolMeaningSignificanceChoroCrecheSentidoSignificadoCrianças Problemas emocionaisCreches Juiz de Fora (MG)Psicologia educacionalCNPQ::CIENCIAS HUMANAS::EDUCACAOSentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MGSignificances and meanings about crying children in public nursey school in the municpality of Juiz de Fora/MGinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese_Nubia Aparecida Schaper Santos.pdfapplication/pdf1815105http://www.bdtd.uerj.br/bitstream/1/10326/1/Tese_Nubia+Aparecida+Schaper+Santos.pdf1aeca0957b8263e48fd5307a2ef98ec4MD511/103262024-02-27 12:43:25.615oai:www.bdtd.uerj.br:1/10326Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:25Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG |
dc.title.alternative.eng.fl_str_mv |
Significances and meanings about crying children in public nursey school in the municpality of Juiz de Fora/MG |
title |
Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG |
spellingShingle |
Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG Santos, Núbia Aparecida Schaper Crying Nursery school Meaning Significance Choro Creche Sentido Significado Crianças Problemas emocionais Creches Juiz de Fora (MG) Psicologia educacional CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG |
title_full |
Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG |
title_fullStr |
Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG |
title_full_unstemmed |
Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG |
title_sort |
Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG |
author |
Santos, Núbia Aparecida Schaper |
author_facet |
Santos, Núbia Aparecida Schaper |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vasconcellos, Vera Maria Ramos de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7924221243065056 |
dc.contributor.referee1.fl_str_mv |
Silva, Léa Stahlschmidt Pinto |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2323711135869128 |
dc.contributor.referee2.fl_str_mv |
Aquino, Ligia Maria Motta Lima Leão de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6964418709270791 |
dc.contributor.referee3.fl_str_mv |
Vasconcellos, Tânia de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8474599651779122 |
dc.contributor.referee4.fl_str_mv |
Aguiar, Wanda Maria Junqueira de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1565105678352914 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3157421070865791 |
dc.contributor.author.fl_str_mv |
Santos, Núbia Aparecida Schaper |
contributor_str_mv |
Vasconcellos, Vera Maria Ramos de Silva, Léa Stahlschmidt Pinto Aquino, Ligia Maria Motta Lima Leão de Vasconcellos, Tânia de Aguiar, Wanda Maria Junqueira de |
dc.subject.eng.fl_str_mv |
Crying Nursery school Meaning Significance |
topic |
Crying Nursery school Meaning Significance Choro Creche Sentido Significado Crianças Problemas emocionais Creches Juiz de Fora (MG) Psicologia educacional CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Choro Creche Sentido Significado Crianças Problemas emocionais Creches Juiz de Fora (MG) Psicologia educacional |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The objective of this thesis is to find out whether shared feelings and constructed meanings for children s crying in public nursery schools of the city of Juiz de Fora, during reflection sessions with coordinators/principals, produce theoretical reflection spaces on practices that may create a reflection practice. Based on the type of problem formulated, I chose to work the methodological perspective from a critical research paradigm achieved in the critical collaboration research modality with a social-historical-cultural focus. This is justified by the fact that I seek to understand the place children s crying occupies in the practices of coordinators/principals, and try to identify if awareness of institutionalized actions can produce changes in a nursery school s internal practices. The thesis discourse corpus consists of 10 reflecting sessions; all resulting data was organized and reviewed from the Aguiar and Ozella (2006) Signification Nuclei theoretical-methodological perspective. The theoretical field is included in the dialogue among Vigotski, Bakhtin, and Wallon. This is because these authors have immensely contributed to the discussion on meaning, significance, language and conscience, the proximal development zone, as well as the study of emotion, especially on the manifestation of children s crying in the context of a nursery school. The Signification Nuclei architecture revealed the necessity to go deeper into these questions relating to the different outlooks on children s crying; strategies to deal with the crying from the view of coordinators/principals; the control/uncontrol/non-control of crying; the interrelation of crying, nursery school, and family, and finally the theoretical-practical reflection as a possibility to reverberate in a nursery school s everyday life. Analyses confirmed three basic premises: a) that emotion constitutes the first interaction resource with the other, which antecedes the symbolic representation itself and therefore it is of great value to go deeper into this subject in educational courses; b) that when we make the experienced scene clearer, this clearness can bring elements for other possible interventions, for other possible dialogues on children s crying. The transformation perspective can happen exactly in the dialogue between everyday life, history and reflection spaces; c) that the fundamental aspect, in the context of education, is not to focus only on the context to be transmitted without the possibility of reflection on the target context itself, because it is through the potential withdrawal from and necessary strangeness of routine practices, sporadically or almost never questioned, that reflection and critique are established. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-02-27 |
dc.date.available.fl_str_mv |
2013-06-14 |
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2021-01-05T21:43:54Z |
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Universidade do Estado do Rio de Janeiro |
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BR |
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Centro de Educação e Humanidades::Faculdade de Educação |
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Universidade do Estado do Rio de Janeiro |
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