Educação infantil, cultura visual e subjetividade: desenhos animados na formação de valores multiculturais

• Autor(a) principal: Rocha, Ana Silvia Medeiros de Sousa
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000002h51
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11628
• topic: Educação infantil; Cultura visual; Subjetividade; Desenhos animados na formação de valores multiculturais; Early childhood education; Visual culture; Subjectivity; Cartoons in the cartoons in the formation of multicultural values; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The present work, enrolled in the research line School Practices and Application of Knowledge of the Postgraduate Program in Teaching in Basic Education (PPGEEB), from the Center for Teaching and Research Applied to Education (CEPAE), at the Federal University of Goiás - UFG , presents the title “Child Education, Visual Culture and Subjectivity: Cartoons in the Formation of Multicultural Values”. The research problem has the following questions: How is the child's subjectivity worked from the cartoons used in Early Childhood Education? Do they contribute to child multicultural background? In general, it was intended to elucidate, along with other elements that mark the life and ways of children to relate in contemporary society, how animated cartoons interferes in the subjectivity formation and contributes to the multicultural formation of the five year old child, in a Goiânia Municipal Center for Early Childhood Education (CMEI) (CASTRO, 2001). Therefore, the first step was to choose the cartoons that would be used for this research. Both national and international productions were researched, which somehow addressed the universe and reality of children, as well as the multicultural aspect. Two animation films were found to compose this research, they are: Kiriku, men and women, Kiriku and the Sorceress. The criterio for choosing the children was to be enrolled in a CMEI, in the last year. Both manifestations and children's expressions about knowing the cartoon were followed in an interactionist perspective in Vygotsky and in the approach of Visual Culture and Subjectivity. The research opened spaces for the children in the five-year-old group and the professionals in that group to have an immersion in the cartoons displayed in the classroom and, as a consequence, there were the impressions of reading the initial images. The project was developed for a month, due to the spread of COVID-19. CMEI’s activities were suspended from March 17, 2020, according to municipal decree (Dec. 751 of March 24, 2020), closing the teaching intuitions. As an Educational Product, a Didactic Guide was presented, containing the necessary structure to develop classes in Early Childhood Education in CMEIs, based on the experiences lived in the classroom. In order to achieve the objectives defined in this work, data analysis was carried out in the light of the theoretical matrix of Historical-Cultural Theory in Vygotsky (1991), who developed studies that demonstrated the mediation of the social in the development of higher psychological functions. Other scholars also formed the theoretical basis for the proposal, such as: Lüdke and André (1986), Vygostksy (1991), Hall (2003), Cunha (2005), Martins (2010), Hernández (2010), among others.