Aqui não é lugar de entrar no Facebook, aqui é a escola : crianças, seus espaços vivenciais e usos das mídias e novas tecnologias no contexto educativo

• Autor(a) principal: Queiroz, Fabiana Rodrigues Oliveira
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/799
• topic: Crianças; Mídia; Espaço; Escola; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Children; Media; Space; School

The research brings to the discussion the spatial experiences of children in view of the relationships they establish with the media and new technologies and what these cultural apparatuses have engendered in their lives, especially in spaces intended for education. In this sense, aims to understand the meanings children attribute to present times and spaces in the school context and the uses that make them in interactions with peers and adults, permeated by experiences with the media and new technologies. The theme is justified from the view that, in the media and technological environment of the contemporary era, children have experienced own experiences, in a very different way from those of a few years ago. To turn our attention to the temporal-spatial experiences of the everyday school life of children, which calls our attention is the possibility of a dissonance between the child's contemporary and modern school, which still holds the procedural teaching model and cumulative , using the knowledge transmission as collateral to promote learning. In addition, there are tensions in this field to be discussed, which are related, among other things, the boundaries between children who have and those without access to transmedia network as well as the effects engendered by this in their ways of being act and relate with each other. The research is anchored in the conceptual and methodological tools of childhood studies, especially Geography of Childhood, budding area of expertise that allows us to understand the relationships of children with the space as an integral part of their lives. Consist also in theoretical and methodological contributions the concepts of dialogism, otherness and chronotope, Mikhail Bakhtin, and theoretical perspectives that address, critically, the aspects related to the uses that children make of media and technological artifacts of today as well as its implications. The field research is qualitative, ethnographic type, and had the locus a public state school, located in the central region of Rondonópolis, Mato Grosso. With the participation of 27 children, aged between 10 and 11 years old, belonging to the class "B", the 2nd phase of the 2nd cycle (5th year) afternoon. We adopt as instruments participant observation, questionnaires, interviews and conducting work with experiential maps. The data collected from these instruments served as subsidies to give us greater understanding of the way children attribute to the school environment in which they operate, as well as to the uses that make it from their experiences, with the media and the new technologies. As a way of making recordings during this period, I have relied on the notes in a field diary, the film during the making of experiential maps made by children and audio recording during interviews. The analysis reveals that children demonstrate how and autonomy in their relations with the technologies, as well as reveal a redefinition of the statements coming from the media universe. In addition, they create and recreate meanings of school space, giving it new settings.