Early Education: Triadic Interactions and Semiotic Systems

Detalhes bibliográficos
Autor(a) principal: Gonçalves, Lênia Márcia
Data de Publicação: 2021
Outros Autores: Mietto, Gabriela Sousa de Melo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/64551
Resumo: This study aims to analyze the triadic interactions established in Early Education, in order to understand the semiotic processes of the pre-verbal baby and the educational role of teachers in this context. The theoretical framework adopted is the pragmatic perspective of the object. Such framework states that, in order to understand the development of thought processes of the baby that still does not speak, it is necessary to bring light to the materiality and cultural use of the objects in the baby-adult-object interactions. In this sense, empirical qualitative research was carried out with a chronological 12-month-old female baby who attended in a school environment, and her teacher. The data was collected with the help of video recording of an educational session conducted by the teacher with this baby, using three specific objects. These data were analyzed micro genetically, so that the semiotic mediators and the uses of the objects used by the teacher and the baby in sharing the cultural meanings underlying these systems, could be observed. The results indicate that Early Education has an important role in the construction of the first semiotic systems of pre-verbal babies and, therefore, in the process of thought process, since it is an intentional, planned, and consistent triadic interactions space. The educational practices contribute significantly to the entry of this baby in culture and in the world of meanings, where the teacher plays the role of a partner and a guide.
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spelling Early Education: Triadic Interactions and Semiotic SystemsEducación Temprana: Interacciones Triádicas y Sistemas SemióticosEducação Precoce: Interações Triádicas e Sistemas SemióticosEarly educationSpecial educationTriadic interactions.Educación inicialEducación especialInteracciones triádicas.Educação precoceEducação especialInterações triádicas.This study aims to analyze the triadic interactions established in Early Education, in order to understand the semiotic processes of the pre-verbal baby and the educational role of teachers in this context. The theoretical framework adopted is the pragmatic perspective of the object. Such framework states that, in order to understand the development of thought processes of the baby that still does not speak, it is necessary to bring light to the materiality and cultural use of the objects in the baby-adult-object interactions. In this sense, empirical qualitative research was carried out with a chronological 12-month-old female baby who attended in a school environment, and her teacher. The data was collected with the help of video recording of an educational session conducted by the teacher with this baby, using three specific objects. These data were analyzed micro genetically, so that the semiotic mediators and the uses of the objects used by the teacher and the baby in sharing the cultural meanings underlying these systems, could be observed. The results indicate that Early Education has an important role in the construction of the first semiotic systems of pre-verbal babies and, therefore, in the process of thought process, since it is an intentional, planned, and consistent triadic interactions space. The educational practices contribute significantly to the entry of this baby in culture and in the world of meanings, where the teacher plays the role of a partner and a guide.Este estudio tiene como objetivo analizar las interacciones triádicas que se establecen en la Educación Temprana, con el fin de comprender los procesos semióticos del bebé preverbal y el rol educativo de los docentes en este contexto. La teoría adoptada es la perspectiva pragmática del objeto, que establece que para comprender el desarrollo del pensamiento del bebé que aún no habla es necesario iluminar la materialidad y el uso cultural de los objetos en suyas interacciones con el adulto-objetos. Así, se realizó una investigación empírica cualitativa con una bebé de 12 meses de edad, asistida en un ambiente escolar y su maestra. Los datos fueron recolectados con la ayuda de la grabación de video de una sesión de asistencia de la maestra al bebé, utilizando tres objetos específicos. Estos datos fueron analizados micro genéticamente, de modo que pudieran observarse los mediadores semióticos y los usos de los objetos utilizados por la maestra y el bebé para compartir los significados culturales subyacentes a estos sistemas. Los resultados indican que por ser un espacio de interacciones triádicas intencionales, planificadas y consistentes, la Educación Temprana tiene un papel importante en la construcción de los primeros sistemas semióticos de los bebés preverbales y, por lo tanto, en el proceso de construcción de su pensamiento. En la educación temprana las prácticas educativas de los docentes contribuyen significativamente a la entrada del bebé en la cultura y en el mundo de los significados, desempeñando los maestros en este contexto, un papel de compañero y guía.Este estudo se propõe a analisar as interações triádicas estabelecidas na Educação Precoce, de maneira a compreender os processos semióticos do bebê pré-verbal e o papel educativo de professores nesse contexto. O referencial teórico adotado é a perspectiva pragmática do objeto, que coloca que, para a compreensão do desenvolvimento do pensamento do bebê que ainda não fala, é necessário se trazer à luz a materialidade e o uso cultural de objetos nas interações bebê-adulto-objeto. Nesse sentido, foi realizada uma pesquisa empírica qualitativa com um bebê do sexo feminino, com histórico de prematuridade de 12 meses de idade cronológica, atendido na Educação Precoce, e sua professora. Os dados foram levantados com a ajuda de videogravação de uma sessão de atendimento da professora a esse bebê, com o uso de três objetos específicos. Estes dados foram analisados microgeneticamente, de modo que puderam ser observados os mediadores semióticos e os usos dos objetos empregados pela professora e pelo bebê no compartilhamento dos significados culturais subjacentes a estes sistemas. Os resultados indicam que a Educação Precoce tem um papel importante na construção dos primeiros sistemas semióticos de bebês pré-verbais, e, portanto, no processo de construção do seu pensamento, visto que é um espaço de interações triádicas intencionais, planejadas e consistentes. As práticas educativas contribuem significativamente para o ingresso de bebês na cultura e no mundo de significados, onde o professor atua como parceiro e guia.Universidade Federal de Santa Maria2021-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6455110.5902/1984686X64551Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e56/1-29Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e56/1-29Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e56/1-291984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/64551/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/64551/htmlCopyright (c) 2021 Revista Educação Especialinfo:eu-repo/semantics/openAccessGonçalves, Lênia MárciaMietto, Gabriela Sousa de Melo2021-11-24T13:38:24Zoai:ojs.pkp.sfu.ca:article/64551Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2021-11-24T13:38:24Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Early Education: Triadic Interactions and Semiotic Systems
Educación Temprana: Interacciones Triádicas y Sistemas Semióticos
Educação Precoce: Interações Triádicas e Sistemas Semióticos
title Early Education: Triadic Interactions and Semiotic Systems
spellingShingle Early Education: Triadic Interactions and Semiotic Systems
Gonçalves, Lênia Márcia
Early education
Special education
Triadic interactions.
Educación inicial
Educación especial
Interacciones triádicas.
Educação precoce
Educação especial
Interações triádicas.
title_short Early Education: Triadic Interactions and Semiotic Systems
title_full Early Education: Triadic Interactions and Semiotic Systems
title_fullStr Early Education: Triadic Interactions and Semiotic Systems
title_full_unstemmed Early Education: Triadic Interactions and Semiotic Systems
title_sort Early Education: Triadic Interactions and Semiotic Systems
author Gonçalves, Lênia Márcia
author_facet Gonçalves, Lênia Márcia
Mietto, Gabriela Sousa de Melo
author_role author
author2 Mietto, Gabriela Sousa de Melo
author2_role author
dc.contributor.author.fl_str_mv Gonçalves, Lênia Márcia
Mietto, Gabriela Sousa de Melo
dc.subject.por.fl_str_mv Early education
Special education
Triadic interactions.
Educación inicial
Educación especial
Interacciones triádicas.
Educação precoce
Educação especial
Interações triádicas.
topic Early education
Special education
Triadic interactions.
Educación inicial
Educación especial
Interacciones triádicas.
Educação precoce
Educação especial
Interações triádicas.
description This study aims to analyze the triadic interactions established in Early Education, in order to understand the semiotic processes of the pre-verbal baby and the educational role of teachers in this context. The theoretical framework adopted is the pragmatic perspective of the object. Such framework states that, in order to understand the development of thought processes of the baby that still does not speak, it is necessary to bring light to the materiality and cultural use of the objects in the baby-adult-object interactions. In this sense, empirical qualitative research was carried out with a chronological 12-month-old female baby who attended in a school environment, and her teacher. The data was collected with the help of video recording of an educational session conducted by the teacher with this baby, using three specific objects. These data were analyzed micro genetically, so that the semiotic mediators and the uses of the objects used by the teacher and the baby in sharing the cultural meanings underlying these systems, could be observed. The results indicate that Early Education has an important role in the construction of the first semiotic systems of pre-verbal babies and, therefore, in the process of thought process, since it is an intentional, planned, and consistent triadic interactions space. The educational practices contribute significantly to the entry of this baby in culture and in the world of meanings, where the teacher plays the role of a partner and a guide.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/64551
10.5902/1984686X64551
url http://periodicos.ufsm.br/educacaoespecial/article/view/64551
identifier_str_mv 10.5902/1984686X64551
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/64551/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/64551/html
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e56/1-29
Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e56/1-29
Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e56/1-29
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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