O protagonismo social da criança em ações interativas com parceiros de idade e professora na educação infantil

• Autor(a) principal: Aragão, Emily Maise Feitosa
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/11405
• topic: Educação de crianças; Crianças; Aspectos sociais; Habilidades sociais em crianças; Educação; Aracaju; Educação infantil; Protagonismo social da criança; Relações sociais; Early childhood education; Social protagonism of the child; Social relationships; CIENCIAS HUMANAS::EDUCACAO

The social relations between the children, their companions of the same age and the teacher represent a promising context of observation and analysis of the ways of being of the child in front of what is socially instituted in the school routine. In this sense, the main objective of this study is to understand the social protagonism of the child expressed through established interactive relationships with the pairs of age and the teacher in the context of Early Childhood Education. We sought to reflect on the social role of sixteen children, aged between four and five years, in the midst of the pedagogical practices of a municipal institution of Early Childhood Education in the city of Aracaju / SE. The research is configured in a qualitative, exploratory and descriptive approach, with data produced from ethnographic premises, contributions from the Sociology of Childhood and current National Curricular Guidelines for Early Childhood Education. The data were produced from the participant observation, organized in interactive sequences called episodes, which were selected, described and analyzed in articulation with the chosen theoretical reference. The results of the studies show that children are socially competent, capable of participating with criticality and autonomy of the interactive events and situations that concern them. The findings outline reflections on the importance of children's social actions being recognized and valued in the context of Early Childhood Education, being a propelling medium for the development of autonomy that the child achieves in their experiences.