Narrativas infantis : experiências iniciais sobre a “escola de gente grande”

Detalhes bibliográficos
Autor(a) principal: Pinheiro, Kelen Aparecida Galvão
Data de Publicação: 2021
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFMT
Texto Completo: http://ri.ufmt.br/handle/1/4386
Resumo: This dissertation is the result of a master's research, originating from the Graduate Program in Education at the Federal University of Mato Grosso. Its study objective is the Children's Narratives as a path rich in knowledge and investigative possibilities to better understand the moment of transition from early childhood education to elementary school. The objective was to understand how the first experiences of children take place in the process of transition from early childhood education to school life in the first year of elementary school. The locus for conducting the research was a municipal school of basic education in the city of Sinop, in the interior of Mato Grosso, where the research participants consisted of a group of children aged 06 and 07 years old. The procedures for composing the field texts were: records written in the field notebook that compose the daily scenes between the children and their conversations. We also used the narrative interview with the children at different times, in addition to official documents from the school and the municipality, which served as the basis for understanding the municipal educational policy around this very important moment in school life. A qualitative approach and narrative research were adopted as a method and phenomenon based on the writings and concepts of Clandinin and Connelly, as they allow for a deepening in the understanding of concepts and relating them to daily life. Dewey was also sought to understand the most significant concept for the experiences. We return to historical paths, for theoretical basis in Kuhlmann Jr., Kishimoto, Kramer, in addition to the entire documentary framework accessed on the websites of the Federal Government, as historical documents that help us to understand the trajectory of the struggle of young Brazilian children. With regard to the school paths experienced by children during school life, Bernardin, Moss, Staccioli, among others, allow us to walk and realize the weaknesses and potentials between the moments of passages, as well as the importance of the play that permeates these passages, about this This question sustains us by authors such as Moyles, Winnicott, Lee, Vigotsky, seeking to make an approximation between the stages. The composition of the meanings constructed with the participants was organized into thematic axes that reveal the meanings given by the children to the new experience of being in elementary school. With the research, it was noticed that the vast majority of children really like to be in new spaces, with new colleagues and these novelties make them feel growing, feel bigger, and especially are inserted in a society that is immersed in a literate world. Reading and writing are synonymous with “being big” for them, however, they feel immense desire to do it in the most pleasurable way possible that would be playing as they did in kindergarten. It was also very evident that they would like to participate more actively and clearly in the welcoming process, saying what they would like to play with, where, how they would like to perform the tasks, where they would like to sit and eat, all these senses of being in a place and belonging to it at the same time, with which they did not identify in the reception.
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spelling Narrativas infantis : experiências iniciais sobre a “escola de gente grande”Educação infantilEnsino fundamentalPassagem entre as etapasExperiênciaPesquisa narrativaNarrativas infantisCNPQ::CIENCIAS HUMANAS::EDUCACAOEarly childhood educationElementary schoolPassage between stagesExperienceNarrative researchChildren's narrativesThis dissertation is the result of a master's research, originating from the Graduate Program in Education at the Federal University of Mato Grosso. Its study objective is the Children's Narratives as a path rich in knowledge and investigative possibilities to better understand the moment of transition from early childhood education to elementary school. The objective was to understand how the first experiences of children take place in the process of transition from early childhood education to school life in the first year of elementary school. The locus for conducting the research was a municipal school of basic education in the city of Sinop, in the interior of Mato Grosso, where the research participants consisted of a group of children aged 06 and 07 years old. The procedures for composing the field texts were: records written in the field notebook that compose the daily scenes between the children and their conversations. We also used the narrative interview with the children at different times, in addition to official documents from the school and the municipality, which served as the basis for understanding the municipal educational policy around this very important moment in school life. A qualitative approach and narrative research were adopted as a method and phenomenon based on the writings and concepts of Clandinin and Connelly, as they allow for a deepening in the understanding of concepts and relating them to daily life. Dewey was also sought to understand the most significant concept for the experiences. We return to historical paths, for theoretical basis in Kuhlmann Jr., Kishimoto, Kramer, in addition to the entire documentary framework accessed on the websites of the Federal Government, as historical documents that help us to understand the trajectory of the struggle of young Brazilian children. With regard to the school paths experienced by children during school life, Bernardin, Moss, Staccioli, among others, allow us to walk and realize the weaknesses and potentials between the moments of passages, as well as the importance of the play that permeates these passages, about this This question sustains us by authors such as Moyles, Winnicott, Lee, Vigotsky, seeking to make an approximation between the stages. The composition of the meanings constructed with the participants was organized into thematic axes that reveal the meanings given by the children to the new experience of being in elementary school. With the research, it was noticed that the vast majority of children really like to be in new spaces, with new colleagues and these novelties make them feel growing, feel bigger, and especially are inserted in a society that is immersed in a literate world. Reading and writing are synonymous with “being big” for them, however, they feel immense desire to do it in the most pleasurable way possible that would be playing as they did in kindergarten. It was also very evident that they would like to participate more actively and clearly in the welcoming process, saying what they would like to play with, where, how they would like to perform the tasks, where they would like to sit and eat, all these senses of being in a place and belonging to it at the same time, with which they did not identify in the reception.Essa dissertação é resultante de uma pesquisa de mestrado, oriunda do Programa de Pós-Graduação em Educação da Universidade Federal de Mato Grosso. Toma como objetivo de estudo as Narrativas Infantis como caminho rico em conhecimento e possibilidades investigativas para melhor compreender o momento de passagem da educação infantil para o ensino fundamental. Objetivou-se compreender como se dão as primeiras experiências das crianças no processo de passagem da educação infantil para a vida escolar no primeiro ano do ensino fundamental. O lócus de realização da pesquisa foi uma escola municipal de educação básica da cidade de Sinop, interior de Mato Grosso, onde os participantes da pesquisa se constituíram num grupo de crianças de 06 e 07 anos de idade. Os procedimentos para composição dos textos de campo foram: registros escritos no caderno de campo que compõem as cenas cotidianas entre as crianças e suas conversas. Também utilizamos a entrevista narrativa com as crianças em momentos diferentes, além dos documentos oficiais da escola e do município, que serviram de base para compreender a política educacional municipal em torno desse momento tão importante da vida escolar. Adotou-se a abordagem qualitativa e a pesquisa narrativa enquanto método e fenômeno a partir dos escritos e conceitos de Clandinin e Connelly por permitir um aprofundamento na compreensão de conceitos e relacionando com a vivência diária. Buscou-se ainda Dewey para compreensão do conceito mais significativo para as experiências. Retomamos caminhos históricos, para embasamento teórico em Kuhlmann Jr., Kishimoto, Kramer, além de todo arcabouço documental acessado nos sites do Governo Federal, como documentos históricos que nos auxiliam na compreensão da trajetória de luta das crianças pequenas brasileiras. No que se refere aos trajetos escolares vividos pelas crianças durante a vida escolar, Bernardin, Moss, Staccioli entre outros nos permitem passear e perceber as fragilidades e potencialidades entre os momentos de passagens, assim como a importância da brincadeira que permeia essas passagens, sobre essa questão nos sustentam autores como Moyles, Winnicott, Lee, Vigotsky, buscando fazer uma aproximação entre as etapas. A composição dos sentidos construídos com os participantes foi organizada em eixos temáticos que revelam os sentidos dados pelas crianças para a nova experiencia de estar na escola de ensino fundamental. Com a pesquisa percebeu-se que as crianças em sua grande maioria, gostam muito de estar nos novos espaços, com novos colegas e essas novidades fazem com que elas se sintam crescendo, sintam-se maiores, e principalmente estejam inseridas numa sociedade que está imersa num mundo letrado. Ler e escrever são sinônimos “de ser grandes” para elas, porém, sentem imensa vontade de fazer isso da maneira mais prazerosa possível que seria brincando como faziam na escola infantil. Também ficou muito evidente que elas gostariam de participar de maneira mais ativa e evidente no processo de acolhimento, dizendo com o que gostariam de brincar, onde, como gostariam de realizar as tarefas, onde gostariam de sentar-se e de comer, todos esses sentidos de estar num lugar e pertencer a ele ao mesmo tempo, com o qual elas não se identificaram no acolhimento.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMonteiro, Filomena Maria de Arrudahttp://lattes.cnpq.br/7969849041476435Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435Pasuch, Jaqueline537.597.969-15http://lattes.cnpq.br/1388058716213162459.585.131-68Palma, Rute Cristina Domingos da531.668.331-53http://lattes.cnpq.br/3331812490308225Pinheiro, Kelen Aparecida Galvão2023-06-27T14:47:49Z2022-02-142023-06-27T14:47:49Z2021-11-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPINHEIRO, Kelen Aparecida Galvão. Narrativas infantis: experiências iniciais sobre a “escola de gente grande. 2022. 151 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022.http://ri.ufmt.br/handle/1/4386porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-06-30T07:17:57Zoai:localhost:1/4386Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-06-30T07:17:57Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv Narrativas infantis : experiências iniciais sobre a “escola de gente grande”
title Narrativas infantis : experiências iniciais sobre a “escola de gente grande”
spellingShingle Narrativas infantis : experiências iniciais sobre a “escola de gente grande”
Pinheiro, Kelen Aparecida Galvão
Educação infantil
Ensino fundamental
Passagem entre as etapas
Experiência
Pesquisa narrativa
Narrativas infantis
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Early childhood education
Elementary school
Passage between stages
Experience
Narrative research
Children's narratives
title_short Narrativas infantis : experiências iniciais sobre a “escola de gente grande”
title_full Narrativas infantis : experiências iniciais sobre a “escola de gente grande”
title_fullStr Narrativas infantis : experiências iniciais sobre a “escola de gente grande”
title_full_unstemmed Narrativas infantis : experiências iniciais sobre a “escola de gente grande”
title_sort Narrativas infantis : experiências iniciais sobre a “escola de gente grande”
author Pinheiro, Kelen Aparecida Galvão
author_facet Pinheiro, Kelen Aparecida Galvão
author_role author
dc.contributor.none.fl_str_mv Monteiro, Filomena Maria de Arruda
http://lattes.cnpq.br/7969849041476435
Monteiro, Filomena Maria de Arruda
459.585.131-68
http://lattes.cnpq.br/7969849041476435
Pasuch, Jaqueline
537.597.969-15
http://lattes.cnpq.br/1388058716213162
459.585.131-68
Palma, Rute Cristina Domingos da
531.668.331-53
http://lattes.cnpq.br/3331812490308225
dc.contributor.author.fl_str_mv Pinheiro, Kelen Aparecida Galvão
dc.subject.por.fl_str_mv Educação infantil
Ensino fundamental
Passagem entre as etapas
Experiência
Pesquisa narrativa
Narrativas infantis
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Early childhood education
Elementary school
Passage between stages
Experience
Narrative research
Children's narratives
topic Educação infantil
Ensino fundamental
Passagem entre as etapas
Experiência
Pesquisa narrativa
Narrativas infantis
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Early childhood education
Elementary school
Passage between stages
Experience
Narrative research
Children's narratives
description This dissertation is the result of a master's research, originating from the Graduate Program in Education at the Federal University of Mato Grosso. Its study objective is the Children's Narratives as a path rich in knowledge and investigative possibilities to better understand the moment of transition from early childhood education to elementary school. The objective was to understand how the first experiences of children take place in the process of transition from early childhood education to school life in the first year of elementary school. The locus for conducting the research was a municipal school of basic education in the city of Sinop, in the interior of Mato Grosso, where the research participants consisted of a group of children aged 06 and 07 years old. The procedures for composing the field texts were: records written in the field notebook that compose the daily scenes between the children and their conversations. We also used the narrative interview with the children at different times, in addition to official documents from the school and the municipality, which served as the basis for understanding the municipal educational policy around this very important moment in school life. A qualitative approach and narrative research were adopted as a method and phenomenon based on the writings and concepts of Clandinin and Connelly, as they allow for a deepening in the understanding of concepts and relating them to daily life. Dewey was also sought to understand the most significant concept for the experiences. We return to historical paths, for theoretical basis in Kuhlmann Jr., Kishimoto, Kramer, in addition to the entire documentary framework accessed on the websites of the Federal Government, as historical documents that help us to understand the trajectory of the struggle of young Brazilian children. With regard to the school paths experienced by children during school life, Bernardin, Moss, Staccioli, among others, allow us to walk and realize the weaknesses and potentials between the moments of passages, as well as the importance of the play that permeates these passages, about this This question sustains us by authors such as Moyles, Winnicott, Lee, Vigotsky, seeking to make an approximation between the stages. The composition of the meanings constructed with the participants was organized into thematic axes that reveal the meanings given by the children to the new experience of being in elementary school. With the research, it was noticed that the vast majority of children really like to be in new spaces, with new colleagues and these novelties make them feel growing, feel bigger, and especially are inserted in a society that is immersed in a literate world. Reading and writing are synonymous with “being big” for them, however, they feel immense desire to do it in the most pleasurable way possible that would be playing as they did in kindergarten. It was also very evident that they would like to participate more actively and clearly in the welcoming process, saying what they would like to play with, where, how they would like to perform the tasks, where they would like to sit and eat, all these senses of being in a place and belonging to it at the same time, with which they did not identify in the reception.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-12
2022-02-14
2023-06-27T14:47:49Z
2023-06-27T14:47:49Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv PINHEIRO, Kelen Aparecida Galvão. Narrativas infantis: experiências iniciais sobre a “escola de gente grande. 2022. 151 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022.
http://ri.ufmt.br/handle/1/4386
identifier_str_mv PINHEIRO, Kelen Aparecida Galvão. Narrativas infantis: experiências iniciais sobre a “escola de gente grande. 2022. 151 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022.
url http://ri.ufmt.br/handle/1/4386
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Educação (IE)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação
publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Educação (IE)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFMT
instname:Universidade Federal de Mato Grosso (UFMT)
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instname_str Universidade Federal de Mato Grosso (UFMT)
instacron_str UFMT
institution UFMT
reponame_str Repositório Institucional da UFMT
collection Repositório Institucional da UFMT
repository.name.fl_str_mv Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)
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