O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
Texto Completo: | http://repositorio.ufes.br/handle/10/7317 |
Resumo: | This research has as object of study the playful hybridity, comprehended by crossovers actions and symbolic aspects that arise from distinct behaviors during the game, in the case of this study, the signatures of playfulness, aggressiveness and nonsense (homo ludens, homo violens and homo demens), materialized in the ludic-aggressive play in Early Childhood Education. The thesis is guided in the possibility of playful hybridity favor the socialization, the manifestation of protagonism, positive reading for the symbolic processes of children and the mediation of the Physical Education teacher. The following issues will guide the study: what’s the paper of playful hybridity into the culture pairs of children? What are the meanings that children attribute to ludicaggressive play? How can the playful hybridity contribute in the pedagogical interventions of Physical Education in Childhood Education? Having the main objective understand playful hybridity in ludic-aggressive activities of children at Early Childhood Education and from his understanding, signal possibilities interventions and pedagogical reorientation with Physical Education in this context. And as specific objectives: investigate the deployment of the relationship between ludic, aggressiveness and nonsense in playful situations; analyze the meanings, the factors and the moments that lead children to express interest in ludic-aggressive play; signal connection practical possibilities of the pedagogical work of the teacher and the playful hybridity elements in daily lives of children. Therefore, the type of research was adopted ethnography, with the use of reactive input method and participant observation. The subjects of this research were 60 children between four and five years old, 02 teachers of Physical Education who work in groups surveyed, 01 secretary, 01 pedagogue and 01 manager (director) of a Centro Municipal de Educação Infantil de Vitória/ES. The data sources used were the registration on field diaries, photographs, records, audios, semistructured interviews with teachers, stories and enunciation captured in episodes of interaction produced by children in Physical Education classes and recreational moments. For analysis, the construction of coding categories and qualitative analysis of episodes of interaction was performed. As a result, it is expected to contribute, through the playful hybridity, to the visibility of creative, social production and protagonist of the playful subjects in pedagogical practices of Physical Education in Childhood Education, allowing a new look at this type of play that constitutes as a sui generis knowledge the child pairs culture and provides a learning experience for "nonviolence". |
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Mello, André da SilvaBarbosa, Raquel Firmino MagalhãesFerreira Neto, AmarílioAlmeida, Felipe Quintão deGomes, Cleomar FerreiraPereira, Maria Beatriz Ferreira Oliveira2018-08-01T21:36:44Z2018-08-012018-08-01T21:36:44Z2018-02-23This research has as object of study the playful hybridity, comprehended by crossovers actions and symbolic aspects that arise from distinct behaviors during the game, in the case of this study, the signatures of playfulness, aggressiveness and nonsense (homo ludens, homo violens and homo demens), materialized in the ludic-aggressive play in Early Childhood Education. The thesis is guided in the possibility of playful hybridity favor the socialization, the manifestation of protagonism, positive reading for the symbolic processes of children and the mediation of the Physical Education teacher. The following issues will guide the study: what’s the paper of playful hybridity into the culture pairs of children? What are the meanings that children attribute to ludicaggressive play? How can the playful hybridity contribute in the pedagogical interventions of Physical Education in Childhood Education? Having the main objective understand playful hybridity in ludic-aggressive activities of children at Early Childhood Education and from his understanding, signal possibilities interventions and pedagogical reorientation with Physical Education in this context. And as specific objectives: investigate the deployment of the relationship between ludic, aggressiveness and nonsense in playful situations; analyze the meanings, the factors and the moments that lead children to express interest in ludic-aggressive play; signal connection practical possibilities of the pedagogical work of the teacher and the playful hybridity elements in daily lives of children. Therefore, the type of research was adopted ethnography, with the use of reactive input method and participant observation. The subjects of this research were 60 children between four and five years old, 02 teachers of Physical Education who work in groups surveyed, 01 secretary, 01 pedagogue and 01 manager (director) of a Centro Municipal de Educação Infantil de Vitória/ES. The data sources used were the registration on field diaries, photographs, records, audios, semistructured interviews with teachers, stories and enunciation captured in episodes of interaction produced by children in Physical Education classes and recreational moments. For analysis, the construction of coding categories and qualitative analysis of episodes of interaction was performed. As a result, it is expected to contribute, through the playful hybridity, to the visibility of creative, social production and protagonist of the playful subjects in pedagogical practices of Physical Education in Childhood Education, allowing a new look at this type of play that constitutes as a sui generis knowledge the child pairs culture and provides a learning experience for "nonviolence".Esta pesquisa tem como objeto de estudo o hibridismo brincante, compreendido por entrecruzamentos de ações e de aspectos simbólicos que surgem de comportamentos distintos durante a brincadeira, no caso desse estudo, das rubricas da ludicidade, da agressividade e do nonsense (homo ludens, homo violens e homo demens), materializadas nas brincadeiras lúdico-agressivas na Educação Infantil. A tese se pauta na possibilidade de o hibridismo brincante favorecer a socialização, a manifestação de protagonismo, a leitura positiva para os processos simbólicos das crianças e a possibilidade de mediação pedagógica do professor de Educação Física. O estudo foi norteado pelas seguintes problemáticas: qual o papel do hibridismo brincante na cultura de pares das crianças? Quais são os sentidos que as crianças atribuem as brincadeiras lúdico-agressivas? Como o hibridismo brincante pode contribuir nas intervenções pedagógicas da Educação Física com a Educação Infantil? Tem como objetivo geral compreender o hibridismo brincante por meio das brincadeiras lúdico-agressivas de crianças da Educação Infantil e, a partir de sua compreensão, sinalizar possibilidades de intervenções e de reorientações pedagógicas com a Educação Física nesse contexto. E, como objetivos específicos: investigar a articulação entre a ludicidade, a agressividade e nonsense nas situações brincantes; analisar os sentidos e os momentos que conduzem as crianças a manifestar o interesse pelas brincadeiras lúdico-agressivas; sinalizar possibilidades práticas de conexão entre o trabalho pedagógico do professor e os elementos híbridos presentes no cotidiano brincante das crianças. Para tanto, o tipo de pesquisa adotado foi a etnografia, com o emprego da técnica de entrada reativa e de observação participante. Os sujeitos desta pesquisa foram 60 crianças com faixa etária entre quatro e cinco anos de idade, 02 professoras de Educação Física que atuam nas turmas pesquisadas, 01 secretária, 01 pedagoga e 01 gestor (diretor) de um Centro Municipal de Educação Infantil de Vitória/ES. Os dados foram produzidos por meio de fotografias, filmagens, áudios, narrativas e enunciações captadas em episódios de interação com e entre as crianças nos espaçostempos da Educação Física e em momentos de recreio, registrados em diários de campo e entrevistas semiestruturadas com os professores. Para a análise, foi realizada a construção de categorias de codificação e a análise qualitativa de episódios de interação. Como resultado, identificou-se a contribuição do hibridismo brincante para a visibilidade da produção criativa, social e protagonista dos sujeitos em suas interações na Educação Infantil, possibilitando um novo olhar para esse tipo de brincadeira, que se constitui como um saber sui generis da cultura de pares infantil e que proporciona um aprendizado para “não violência”.Texthttp://repositorio.ufes.br/handle/10/7317porUniversidade Federal do Espírito SantoDoutorado em Educação FísicaPrograma de Pós-Graduação em Educação FísicaUFESBRCentro de Educação Física e DesportosEducação de criançasEducação físicaBrincadeirasAgressividade (Psicologia) em criançasEducação Física796O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação InfantilPlayful hybridity : a study of the ludic-aggressive play at early childhood educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALtese_11853_RAQUEL.pdfapplication/pdf22407492http://repositorio.ufes.br/bitstreams/e1f2efa3-85f8-4cbe-9c3e-852449710661/download1b80c6ce2c63860c2defd46464a3103cMD5110/73172024-06-28 10:14:13.415oai:repositorio.ufes.br:10/7317http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-06-28T10:14:13Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false |
dc.title.none.fl_str_mv |
O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil |
dc.title.alternative.none.fl_str_mv |
Playful hybridity : a study of the ludic-aggressive play at early childhood education |
title |
O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil |
spellingShingle |
O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil Barbosa, Raquel Firmino Magalhães Educação Física Educação de crianças Educação física Brincadeiras Agressividade (Psicologia) em crianças 796 |
title_short |
O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil |
title_full |
O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil |
title_fullStr |
O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil |
title_full_unstemmed |
O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil |
title_sort |
O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil |
author |
Barbosa, Raquel Firmino Magalhães |
author_facet |
Barbosa, Raquel Firmino Magalhães |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mello, André da Silva |
dc.contributor.author.fl_str_mv |
Barbosa, Raquel Firmino Magalhães |
dc.contributor.referee1.fl_str_mv |
Ferreira Neto, Amarílio |
dc.contributor.referee2.fl_str_mv |
Almeida, Felipe Quintão de |
dc.contributor.referee3.fl_str_mv |
Gomes, Cleomar Ferreira |
dc.contributor.referee4.fl_str_mv |
Pereira, Maria Beatriz Ferreira Oliveira |
contributor_str_mv |
Mello, André da Silva Ferreira Neto, Amarílio Almeida, Felipe Quintão de Gomes, Cleomar Ferreira Pereira, Maria Beatriz Ferreira Oliveira |
dc.subject.cnpq.fl_str_mv |
Educação Física |
topic |
Educação Física Educação de crianças Educação física Brincadeiras Agressividade (Psicologia) em crianças 796 |
dc.subject.br-rjbn.none.fl_str_mv |
Educação de crianças Educação física Brincadeiras Agressividade (Psicologia) em crianças |
dc.subject.udc.none.fl_str_mv |
796 |
description |
This research has as object of study the playful hybridity, comprehended by crossovers actions and symbolic aspects that arise from distinct behaviors during the game, in the case of this study, the signatures of playfulness, aggressiveness and nonsense (homo ludens, homo violens and homo demens), materialized in the ludic-aggressive play in Early Childhood Education. The thesis is guided in the possibility of playful hybridity favor the socialization, the manifestation of protagonism, positive reading for the symbolic processes of children and the mediation of the Physical Education teacher. The following issues will guide the study: what’s the paper of playful hybridity into the culture pairs of children? What are the meanings that children attribute to ludicaggressive play? How can the playful hybridity contribute in the pedagogical interventions of Physical Education in Childhood Education? Having the main objective understand playful hybridity in ludic-aggressive activities of children at Early Childhood Education and from his understanding, signal possibilities interventions and pedagogical reorientation with Physical Education in this context. And as specific objectives: investigate the deployment of the relationship between ludic, aggressiveness and nonsense in playful situations; analyze the meanings, the factors and the moments that lead children to express interest in ludic-aggressive play; signal connection practical possibilities of the pedagogical work of the teacher and the playful hybridity elements in daily lives of children. Therefore, the type of research was adopted ethnography, with the use of reactive input method and participant observation. The subjects of this research were 60 children between four and five years old, 02 teachers of Physical Education who work in groups surveyed, 01 secretary, 01 pedagogue and 01 manager (director) of a Centro Municipal de Educação Infantil de Vitória/ES. The data sources used were the registration on field diaries, photographs, records, audios, semistructured interviews with teachers, stories and enunciation captured in episodes of interaction produced by children in Physical Education classes and recreational moments. For analysis, the construction of coding categories and qualitative analysis of episodes of interaction was performed. As a result, it is expected to contribute, through the playful hybridity, to the visibility of creative, social production and protagonist of the playful subjects in pedagogical practices of Physical Education in Childhood Education, allowing a new look at this type of play that constitutes as a sui generis knowledge the child pairs culture and provides a learning experience for "nonviolence". |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-08-01T21:36:44Z |
dc.date.available.fl_str_mv |
2018-08-01 2018-08-01T21:36:44Z |
dc.date.issued.fl_str_mv |
2018-02-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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http://repositorio.ufes.br/handle/10/7317 |
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http://repositorio.ufes.br/handle/10/7317 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Text |
dc.publisher.none.fl_str_mv |
Universidade Federal do Espírito Santo Doutorado em Educação Física |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Física |
dc.publisher.initials.fl_str_mv |
UFES |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Centro de Educação Física e Desportos |
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Universidade Federal do Espírito Santo Doutorado em Educação Física |
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Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
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