Senses of ludic in children education: from institutional devices to the ways of doing

Detalhes bibliográficos
Autor(a) principal: Georgia Albuquerque de Toledo Pinto
Data de Publicação: 2009
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFC
Texto Completo: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3111
Resumo: This research is intended to investigate how the construction of ludic senses happens for students and teachers, considering that these actors are in different enunciative positions. We start from the hypothesis that the emphasis on ludic given by the school for childhood education may be restricting the educational activity rather than enlarge it. The theoretical tools that were used to support the analysis made here were derived mainly from BrougÃre, concerning the understanding of ludic; from Bakhtin, aiding in the understanding of the subjects enunciative positions during the verbal interaction; and from De Certeau, to comprehend the ways of doing. To do this, we took part in three classes in a public school for children education during a school year. The analyzed corpus is derived from a qualitative research, as the approach is ethnographic, realized by the register of an activity diary and videography resources. Another methodological tool used was the interview with the teachers: six teachers from public school for children education in Fortaleza-CE and their respective classes, each consisting of 17 students, totaling 51 children. After collecting and transcribing the recorded data a microgenetic analysis was performed on the previously selected scenes of this material. In a second time, we have selected a scene from each studied group, so that through an interview, the teachers could watch and discuss the ludic characteristics of the activities proposed by them. From the interrelationship between the theory and the empirical material collected, were built two categories of analysis: the institutional mechanisms and the ways of doing. The performed analysis brings elements of the mechanisms used by both the teacher and the students, as well as of the ways of doing of each of these actors during the school scene. It was possible to observe that the ways of doing reveal the logic of action of the actors of the scene, showing that an activity is very ludic when the meaning is shared from the beginning, regardless of its context, its participants, or the way it is characterized in its planning (if it is presented as systematic or ludic). Our data point to an idealization of ludic by the pedagogical discourse, as the use of activities with such characteristics by itself guarantees the understanding of the contents by the child. The same speech that values the rise of ludic in the pedagogical practice appears to contribute to a gradual devaluation of the pedagogical.
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spelling info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSenses of ludic in children education: from institutional devices to the ways of doingSentidos do lÃdico na educaÃÃo infantil: dos dispositivos institucionais aos modos de fazer2009-03-06Maria de FÃtima Vasconcelos da Costa12633895468http://lattes.cnpq.br/5935677942857003Veriana de FÃtima Rodrigues ColaÃo16729196491http://lattes.cnpq.br/4052574912000577Maria Isabel Patricio de Carvalho Pedrosa11161612491http://lattes.cnpq.br/8994019269268058 LeÃnia Cavalcante Teixeira24150010315http://lattes.cnpq.br/0037242106948921Bernadete de Souza Porto30248981315http://lattes.cnpq.br/6363268957802414 54902410397http://lattes.cnpq.br/9494976580342305Georgia Albuquerque de Toledo PintoUniversidade Federal do CearÃPrograma de PÃs-GraduaÃÃo em EducaÃÃoUFCBRPrÃticas LÃdicas escolares EducaÃÃo Infantil Discurso LinguagemLudic practices at school Speech LanguageOUTROSThis research is intended to investigate how the construction of ludic senses happens for students and teachers, considering that these actors are in different enunciative positions. We start from the hypothesis that the emphasis on ludic given by the school for childhood education may be restricting the educational activity rather than enlarge it. The theoretical tools that were used to support the analysis made here were derived mainly from BrougÃre, concerning the understanding of ludic; from Bakhtin, aiding in the understanding of the subjects enunciative positions during the verbal interaction; and from De Certeau, to comprehend the ways of doing. To do this, we took part in three classes in a public school for children education during a school year. The analyzed corpus is derived from a qualitative research, as the approach is ethnographic, realized by the register of an activity diary and videography resources. Another methodological tool used was the interview with the teachers: six teachers from public school for children education in Fortaleza-CE and their respective classes, each consisting of 17 students, totaling 51 children. After collecting and transcribing the recorded data a microgenetic analysis was performed on the previously selected scenes of this material. In a second time, we have selected a scene from each studied group, so that through an interview, the teachers could watch and discuss the ludic characteristics of the activities proposed by them. From the interrelationship between the theory and the empirical material collected, were built two categories of analysis: the institutional mechanisms and the ways of doing. The performed analysis brings elements of the mechanisms used by both the teacher and the students, as well as of the ways of doing of each of these actors during the school scene. It was possible to observe that the ways of doing reveal the logic of action of the actors of the scene, showing that an activity is very ludic when the meaning is shared from the beginning, regardless of its context, its participants, or the way it is characterized in its planning (if it is presented as systematic or ludic). Our data point to an idealization of ludic by the pedagogical discourse, as the use of activities with such characteristics by itself guarantees the understanding of the contents by the child. The same speech that values the rise of ludic in the pedagogical practice appears to contribute to a gradual devaluation of the pedagogical.Essa pesquisa se propÃs a investigar como se dà a construÃÃo de sentidos do lÃdico para alunos e professores, considerando que esses atores encontram-se em posiÃÃes enunciativas diferentes. Partimos da hipÃtese de que a Ãnfase dada ao lÃdico pela escola de educaÃÃo infantil (EI) pode estar restringindo a aÃÃo educativa ao invÃs de ampliÃ-la. As ferramentas teÃricas que foram usadas para dar suporte Ãs anÃlises aqui feitas foram provenientes principalmente de BrougÃre, em relaÃÃo ao entendimento sobre o lÃdico; de Bakhtin, auxiliando no entendimento das posiÃÃes enunciativas dos sujeitos no decorrer da interaÃÃo verbal; de Foucault atravÃs do conceito de Dispositivos Institucionais e de De Certeau, para a compreensÃo sobre os Modos de Fazer. Para a investigaÃÃo, nos inserimos em trÃs turmas de uma escola pÃblica de educaÃÃo infantil no decorrer de um ano letivo. O corpus analisado à proveniente de uma pesquisa qualitativa, de cunho etnogrÃfico, realizada atravÃs do registro de diÃrio de campo e dos recursos da videografia. Outro instrumento metodolÃgico utilizado foi a entrevista com as professoras: seis docentes da rede pÃblica de educaÃÃo infantil de Fortaleza-CE e suas respectivas turmas, cada uma composta por 17 alunos, somando 51 crianÃas. Depois de coletar e transcrever os dados gravados foi realizada uma anÃlise microgenÃtica das cenas previamente selecionadas desse material. Em um segundo momento, selecionamos uma cena de cada grupo pesquisado, para que atravÃs de uma entrevista, as professoras pudessem assistir e discutir as caracterÃsticas lÃdicas da atividade proposta pelas mesmas. Da interrelaÃÃo entre o corpo teÃrico e o material empÃrico coletado, foram construÃdas duas categorias de anÃlise: os dispositivos institucionais e os modos de fazer. A anÃlise realizada traz elementos dos dispositivos usados tanto pelo professor, como pelos alunos, assim como dos modos de fazer de cada um desses atores no decorrer da cena escolar. Foi possÃvel observar que os modos de fazer revelam as lÃgicas de aÃÃo dos atores da cena, mostrando que uma atividade à eminentemente lÃdica quando este sentido à compartilhado desde seu inÃcio, independente de seu contexto, de seus participantes, ou de como à caracterizada em seu planejamento (se ela à apresentada como sistemÃtica ou lÃdica). Nossos dados apontam para uma idealizaÃÃo do lÃdico, por parte do discurso pedagÃgico, como se a utilizaÃÃo de atividades com essas caracterÃsticas, por si sà garantisse a apreensÃo do conteÃdo por parte da crianÃa. Outro aspecto encontrado à o de que o mesmo discurso que valoriza o emergir do lÃdico na prÃtica pedagÃgica parece contribuir para uma desvalorizaÃÃo gradual do pedagÃgico.CoordenaÃÃo de AperfeiÃoamento de NÃvel Superiorhttp://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3111application/pdfinfo:eu-repo/semantics/openAccessporreponame:Biblioteca Digital de Teses e Dissertações da UFCinstname:Universidade Federal do Cearáinstacron:UFC2019-01-21T11:16:27Zmail@mail.com -
dc.title.en.fl_str_mv Senses of ludic in children education: from institutional devices to the ways of doing
dc.title.alternative.pt.fl_str_mv Sentidos do lÃdico na educaÃÃo infantil: dos dispositivos institucionais aos modos de fazer
title Senses of ludic in children education: from institutional devices to the ways of doing
spellingShingle Senses of ludic in children education: from institutional devices to the ways of doing
Georgia Albuquerque de Toledo Pinto
PrÃticas LÃdicas escolares
EducaÃÃo Infantil
Discurso
Linguagem
Ludic practices at school
Speech
Language
OUTROS
title_short Senses of ludic in children education: from institutional devices to the ways of doing
title_full Senses of ludic in children education: from institutional devices to the ways of doing
title_fullStr Senses of ludic in children education: from institutional devices to the ways of doing
title_full_unstemmed Senses of ludic in children education: from institutional devices to the ways of doing
title_sort Senses of ludic in children education: from institutional devices to the ways of doing
author Georgia Albuquerque de Toledo Pinto
author_facet Georgia Albuquerque de Toledo Pinto
author_role author
dc.contributor.advisor1.fl_str_mv Maria de FÃtima Vasconcelos da Costa
dc.contributor.advisor1ID.fl_str_mv 12633895468
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/5935677942857003
dc.contributor.referee1.fl_str_mv Veriana de FÃtima Rodrigues ColaÃo
dc.contributor.referee1ID.fl_str_mv 16729196491
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/4052574912000577
dc.contributor.referee2.fl_str_mv Maria Isabel Patricio de Carvalho Pedrosa
dc.contributor.referee2ID.fl_str_mv 11161612491
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/8994019269268058
dc.contributor.referee3.fl_str_mv LeÃnia Cavalcante Teixeira
dc.contributor.referee3ID.fl_str_mv 24150010315
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/0037242106948921
dc.contributor.referee4.fl_str_mv Bernadete de Souza Porto
dc.contributor.referee4ID.fl_str_mv 30248981315
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/6363268957802414
dc.contributor.authorID.fl_str_mv 54902410397
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/9494976580342305
dc.contributor.author.fl_str_mv Georgia Albuquerque de Toledo Pinto
contributor_str_mv Maria de FÃtima Vasconcelos da Costa
Veriana de FÃtima Rodrigues ColaÃo
Maria Isabel Patricio de Carvalho Pedrosa
LeÃnia Cavalcante Teixeira
Bernadete de Souza Porto
dc.subject.por.fl_str_mv PrÃticas LÃdicas escolares
EducaÃÃo Infantil
Discurso
Linguagem
topic PrÃticas LÃdicas escolares
EducaÃÃo Infantil
Discurso
Linguagem
Ludic practices at school
Speech
Language
OUTROS
dc.subject.eng.fl_str_mv Ludic practices at school
Speech
Language
dc.subject.cnpq.fl_str_mv OUTROS
dc.description.sponsorship.fl_txt_mv CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior
dc.description.abstract.por.fl_txt_mv This research is intended to investigate how the construction of ludic senses happens for students and teachers, considering that these actors are in different enunciative positions. We start from the hypothesis that the emphasis on ludic given by the school for childhood education may be restricting the educational activity rather than enlarge it. The theoretical tools that were used to support the analysis made here were derived mainly from BrougÃre, concerning the understanding of ludic; from Bakhtin, aiding in the understanding of the subjects enunciative positions during the verbal interaction; and from De Certeau, to comprehend the ways of doing. To do this, we took part in three classes in a public school for children education during a school year. The analyzed corpus is derived from a qualitative research, as the approach is ethnographic, realized by the register of an activity diary and videography resources. Another methodological tool used was the interview with the teachers: six teachers from public school for children education in Fortaleza-CE and their respective classes, each consisting of 17 students, totaling 51 children. After collecting and transcribing the recorded data a microgenetic analysis was performed on the previously selected scenes of this material. In a second time, we have selected a scene from each studied group, so that through an interview, the teachers could watch and discuss the ludic characteristics of the activities proposed by them. From the interrelationship between the theory and the empirical material collected, were built two categories of analysis: the institutional mechanisms and the ways of doing. The performed analysis brings elements of the mechanisms used by both the teacher and the students, as well as of the ways of doing of each of these actors during the school scene. It was possible to observe that the ways of doing reveal the logic of action of the actors of the scene, showing that an activity is very ludic when the meaning is shared from the beginning, regardless of its context, its participants, or the way it is characterized in its planning (if it is presented as systematic or ludic). Our data point to an idealization of ludic by the pedagogical discourse, as the use of activities with such characteristics by itself guarantees the understanding of the contents by the child. The same speech that values the rise of ludic in the pedagogical practice appears to contribute to a gradual devaluation of the pedagogical.
Essa pesquisa se propÃs a investigar como se dà a construÃÃo de sentidos do lÃdico para alunos e professores, considerando que esses atores encontram-se em posiÃÃes enunciativas diferentes. Partimos da hipÃtese de que a Ãnfase dada ao lÃdico pela escola de educaÃÃo infantil (EI) pode estar restringindo a aÃÃo educativa ao invÃs de ampliÃ-la. As ferramentas teÃricas que foram usadas para dar suporte Ãs anÃlises aqui feitas foram provenientes principalmente de BrougÃre, em relaÃÃo ao entendimento sobre o lÃdico; de Bakhtin, auxiliando no entendimento das posiÃÃes enunciativas dos sujeitos no decorrer da interaÃÃo verbal; de Foucault atravÃs do conceito de Dispositivos Institucionais e de De Certeau, para a compreensÃo sobre os Modos de Fazer. Para a investigaÃÃo, nos inserimos em trÃs turmas de uma escola pÃblica de educaÃÃo infantil no decorrer de um ano letivo. O corpus analisado à proveniente de uma pesquisa qualitativa, de cunho etnogrÃfico, realizada atravÃs do registro de diÃrio de campo e dos recursos da videografia. Outro instrumento metodolÃgico utilizado foi a entrevista com as professoras: seis docentes da rede pÃblica de educaÃÃo infantil de Fortaleza-CE e suas respectivas turmas, cada uma composta por 17 alunos, somando 51 crianÃas. Depois de coletar e transcrever os dados gravados foi realizada uma anÃlise microgenÃtica das cenas previamente selecionadas desse material. Em um segundo momento, selecionamos uma cena de cada grupo pesquisado, para que atravÃs de uma entrevista, as professoras pudessem assistir e discutir as caracterÃsticas lÃdicas da atividade proposta pelas mesmas. Da interrelaÃÃo entre o corpo teÃrico e o material empÃrico coletado, foram construÃdas duas categorias de anÃlise: os dispositivos institucionais e os modos de fazer. A anÃlise realizada traz elementos dos dispositivos usados tanto pelo professor, como pelos alunos, assim como dos modos de fazer de cada um desses atores no decorrer da cena escolar. Foi possÃvel observar que os modos de fazer revelam as lÃgicas de aÃÃo dos atores da cena, mostrando que uma atividade à eminentemente lÃdica quando este sentido à compartilhado desde seu inÃcio, independente de seu contexto, de seus participantes, ou de como à caracterizada em seu planejamento (se ela à apresentada como sistemÃtica ou lÃdica). Nossos dados apontam para uma idealizaÃÃo do lÃdico, por parte do discurso pedagÃgico, como se a utilizaÃÃo de atividades com essas caracterÃsticas, por si sà garantisse a apreensÃo do conteÃdo por parte da crianÃa. Outro aspecto encontrado à o de que o mesmo discurso que valoriza o emergir do lÃdico na prÃtica pedagÃgica parece contribuir para uma desvalorizaÃÃo gradual do pedagÃgico.
description This research is intended to investigate how the construction of ludic senses happens for students and teachers, considering that these actors are in different enunciative positions. We start from the hypothesis that the emphasis on ludic given by the school for childhood education may be restricting the educational activity rather than enlarge it. The theoretical tools that were used to support the analysis made here were derived mainly from BrougÃre, concerning the understanding of ludic; from Bakhtin, aiding in the understanding of the subjects enunciative positions during the verbal interaction; and from De Certeau, to comprehend the ways of doing. To do this, we took part in three classes in a public school for children education during a school year. The analyzed corpus is derived from a qualitative research, as the approach is ethnographic, realized by the register of an activity diary and videography resources. Another methodological tool used was the interview with the teachers: six teachers from public school for children education in Fortaleza-CE and their respective classes, each consisting of 17 students, totaling 51 children. After collecting and transcribing the recorded data a microgenetic analysis was performed on the previously selected scenes of this material. In a second time, we have selected a scene from each studied group, so that through an interview, the teachers could watch and discuss the ludic characteristics of the activities proposed by them. From the interrelationship between the theory and the empirical material collected, were built two categories of analysis: the institutional mechanisms and the ways of doing. The performed analysis brings elements of the mechanisms used by both the teacher and the students, as well as of the ways of doing of each of these actors during the school scene. It was possible to observe that the ways of doing reveal the logic of action of the actors of the scene, showing that an activity is very ludic when the meaning is shared from the beginning, regardless of its context, its participants, or the way it is characterized in its planning (if it is presented as systematic or ludic). Our data point to an idealization of ludic by the pedagogical discourse, as the use of activities with such characteristics by itself guarantees the understanding of the contents by the child. The same speech that values the rise of ludic in the pedagogical practice appears to contribute to a gradual devaluation of the pedagogical.
publishDate 2009
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