Da creche universitária à EEI-UFRJ: uma pedagogia da infância entre rastros, rascunhos e alinhavos

• Autor(a) principal: Melo, Cláudia Vianna de
• Data de Publicação: 2019
• 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/1/10311
• topic: Childhood education; EEI-UFRJ; Childhood pedagogy; Experiment on Walter Benjamin; Educação infantil; EEI-UFRJ; Pedagogia da infância; Experiência em Walter Benjamin; Educação; Infância; Pedagogia; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This thesis showcases the results of a research aimed at investigating how different interlocutors thought of children and their childhoods in the construction of a childhood pedagogy at EEI-UFRJ and its relation to teaching, research and extension in the space of the School of Childhood Education, located at the UFRJ campus of Cidade Universitária in Rio de Janeiro. The research as an experiment took place through a collective narrative of 40 subjects and with a special participation of a child, who contributed significantly to the writing of this paper and was intended as a counter story. The following resources contributed significantly to the development of the research: a bibliographic survey of productions from EEI-UFRJ and a documentary analysis of teaching, research and extension writings from 2011 to 2018, located in the institutional collection of EEI-UFRJ and in the Plataforma Lattes database; bibliographic surveys of productions on childhood pedagogy and documentary analysis of academic papers focused on the theme of childhood pedagogy produced from 2011 to 2017, found in SciELO Brazil, Base Minerva (SiBi) and the ANPEd library; review of field material made available by researchers to accompany teaching, research and extension projects; analysis of transcripts of various meetings held with researchers as well as educational and school teams during different periods at EEI-UFRJ; analysis and review of records made in the field notebook during monitored team meetings and in the development of project activities; analysis in documents and institutional collections. The main references, among others, are Aquino and Vasconcellos (2012), Arroyo (2009, 2014), Benjamin (1987a-j, 2002a, b), Larossa (2014, 2016), Richter and Barbosa (2013). Several legal documents that contemplate the reflections and discussions of public policies for children were considered. As a result, there was a participation and claim by many subjects of the EEI-UFRJ team for a more democratic space within the specificity of pedagogy in the UUEI. The field work from 2011 to 2018, alongside the implementation of Resolution nº 1/2011, allowed a significant mapping of productions on children and their childhoods that were in the field of investigation of the UUEI, resulting in the school s affirmation of its social and academic commitment. However, the narratives of the various participating subjects pointed to tensions in the pedagogical practice and in the collective elaboration of the institutional documents known as PPP and Regimento. Thus, all subjects registered, each in their own way, their contribution and participation in the construction of a pedagogy of resistance, experience and against barbarism at EEI-UFRJ. Results also include the elaboration of the worksheets Levantamento bibliográfico das produções do conhecimento da EEI-UFRJ 2011-2018 and Levantamento bibliográfico das produções sobre pedagogia da infância 2011-2017 . All the results of the analysis were relevant to understand the identity of childhood pedagogy in this school, a narrative that became collective among traces, drafts and outlines