A Relação da Criança Cega com a Literatura na Educação Infantil
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNIFESP |
Texto Completo: | https://repositorio.unifesp.br/xmlui/handle/11600/62641 |
Resumo: | This research addresses the relationship between the blind child and literature within inclusion processes in early childhood education schools. It considers the specificities that characterize blind children and the importance of interacting with children's literature for the development of higher psychic functions. It aims to analyze the conditions and the ways the blind child relates to literature in the school context of early childhood education. Its main reference is the cultural-historical approach, especially Vigotski's studies written between 1924 and 1931, and other texts by the author and contemporary researchers on children's development and literature. It involves the social character of human development and the importance of language and interaction with the social world as a source for learning and development for all children, including those with disabilities. The focus of the analyzes is Eliana, a 5-year-old blind child in the process of school inclusion in her interactions with teachers, colleagues, the researcher, and children's literature. The field research was carried out through participant observation in a private early childhood education school where Eliana studied, located in a city in the State of São Paulo. The observations were registered through field diaries and video recordings, which were later transcribed. Data analysis points out the importance of understanding children's literature as a fundamental activity in preschool age and the possibilities/challenges in the blind child's relationship with stories. It evidences three movements: 1. The significant peculiarities with regard to the position destined to Eliana during the activities; 2. The restricted pedagogical work, conducted under a handout orientation, and carried out as a pretext for the development of other activities focused on literacy; 3. This way of mediating literature for all children, especially in the case of Eliana, reveals the challenges that are posed to promote the development of the child's relationship with reading and its possible consequences: the taste for reading, imagination, aesthetic appreciation, attention, generalization (conceptual elaboration), and language. |
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oai_identifier_str |
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network_acronym_str |
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Repositório Institucional da UNIFESP |
repository_id_str |
3465 |
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Camargo, Branca Monteiro [UNIFESP]http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4758473U2&tokenCaptchar=03AGdBq24JGbt1-8aaVlUtyd0Ajya52Podd8tmMRxbCb_F7EMT9JD6s7YF5zKnhp7-ghJ-PUPsf6vtMqVgU_FT855-5aJDxVBk3K8ZN8lHRaw1GNR0pO-He7PkPl4f0fC3w8NG_83FS5paoVf7_rfiEk-DRlfPIp2mLsy4MedzsepDhpo-c24nqVPLp3P6sXhJ7_RuO5-VZKpXH-V8oMvHMqwmy4WhKpulNZZvJVgSQHj5pp2UqvVdo5qERV_q4qfGcek6vARXwgQJWIWkiOLpcp459zH89S6Jt5anudsuJgc0_k8K65xMr11VxMSW81RilZyiPr5NCKlGe9XiNXmoXasbOk7m3gOnTQuWwRfZHb44DhOxx4oX17Joxdjib4QY94hkP3gNnwZhewaKNDeFbf6VNdOTxoPI3vAtCCPdG3RUv7ducALXzCjymIdApaDQuHSrO3zZXTv9t0usLcy5og4M3YACAM2RWJU9T80D6nDbtgMF3AZjTpRbyE0bbnMI8R9qRb1WYMZFbApYX0SUzNEzvObITzZZGghttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701813H2&tokenCaptchar=03AGdBq2739qiFtXH3TCyrjLtbhc2gtF0-SmbEmgqeOqgXg7lpSqRKEq-nH5eBCRNm9_EIQuaop88_ZWx1sfIl5vsTSjs0xeMwQbsgqOttbjx7gHjt4ExwIqpoadNC_rb3MBqw3Jgp5ZUdNZn6q_7GJeG96F4bTFk7d1erEqfoktEtmUF65DpvmxrVmfHBseC4ePnjKU70Npqko9hMF8v4A249ZG4nhCD8MDeywvcsQJYDq1C2D2_clk-o1LIio9isW0sBnnvFz4KmxBaIA13-uaWnuYU2YwyzKtLRDWqIR4unc-rpWZdVuRvzCQ7soaJp4_qlkaX2QMhAIYC1c7jagfvnsrSEt9EQD51wr9oKeIP2aWdhOkm5tbJvELwkHnASHgUFI8yVneUFbrOMoAEPPbqwWT0kxg4kpLaICcL8Cnycl0mdENN2RQLMK-UChKETJwuP6eklF57sNDA_j5_H2n8jaatInxTDm3z5hljqsUUl4VzzgwYmFzfwE7L0SWkQwxhPAmms7-zV5a8KTtzp_WN0H6emSx3NEQCarvalho, Maria de FátimaOnline2022-02-03T17:08:22Z2022-02-03T17:08:22Z2021-10-25Camargo, Branca Monteiro. A Relação da Criança Cega com a Literatura na Educação Infantil. 2021. 237 f. Tese (Doutorado em Ciências – Educação e Saúde na Infância e na Adolescência) – Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, Guarulhos – São Paulo, 2021.https://repositorio.unifesp.br/xmlui/handle/11600/62641This research addresses the relationship between the blind child and literature within inclusion processes in early childhood education schools. It considers the specificities that characterize blind children and the importance of interacting with children's literature for the development of higher psychic functions. It aims to analyze the conditions and the ways the blind child relates to literature in the school context of early childhood education. Its main reference is the cultural-historical approach, especially Vigotski's studies written between 1924 and 1931, and other texts by the author and contemporary researchers on children's development and literature. It involves the social character of human development and the importance of language and interaction with the social world as a source for learning and development for all children, including those with disabilities. The focus of the analyzes is Eliana, a 5-year-old blind child in the process of school inclusion in her interactions with teachers, colleagues, the researcher, and children's literature. The field research was carried out through participant observation in a private early childhood education school where Eliana studied, located in a city in the State of São Paulo. The observations were registered through field diaries and video recordings, which were later transcribed. Data analysis points out the importance of understanding children's literature as a fundamental activity in preschool age and the possibilities/challenges in the blind child's relationship with stories. It evidences three movements: 1. The significant peculiarities with regard to the position destined to Eliana during the activities; 2. The restricted pedagogical work, conducted under a handout orientation, and carried out as a pretext for the development of other activities focused on literacy; 3. This way of mediating literature for all children, especially in the case of Eliana, reveals the challenges that are posed to promote the development of the child's relationship with reading and its possible consequences: the taste for reading, imagination, aesthetic appreciation, attention, generalization (conceptual elaboration), and language.Esta pesquisa aborda a relação da criança cega com a literatura em processos de inclusão na escola de educação infantil. Considera as especificidades que caracterizam as crianças cegas e a importância da interação com a literatura infantil para o desenvolvimento das funções psíquicas superiores. Objetiva analisar as condições e os modos de relação da criança cega com a literatura no contexto escolar da educação infantil. Toma como principal referência a perspectiva histórico-cultural, sobretudo os estudos de Vigotski escritos entre 1924 e 1931, e outros textos do autor e de pesquisadores contemporâneos sobre o desenvolvimento e a literatura infantil. Compreende o caráter social do desenvolvimento humano e a importância da linguagem e da interação com o mundo social como fonte de aprendizado e de desenvolvimento para todas as crianças, inclusive aquelas com deficiências. O foco das análises é Eliana, uma criança cega de 5 anos em processo de inclusão escolar nas interações com os(as) professores(as), colegas, pesquisadora e com a literatura infantil. A pesquisa de campo foi realizada a partir da observação participante em uma escola particular de educação infantil na qual Eliana estudava, localizada em um município do Estado de São Paulo. As observações foram registradas por meio de diários de campo e de videogravações, materiais que posteriormente foram transcritos. A análise dos dados aponta a importância da compreensão da literatura infantil como atividade fundamental na idade pré-escolar e as possibilidades/desafios na relação da criança, com ausência do sentido visual, com as histórias. Evidencia três movimentos: 1. As peculiaridades significativas no que diz respeito à posição destinada a Eliana no decorrer das atividades; 2. O trabalho pedagógico restrito, conduzido sob uma orientação apostilada e realizado como pretexto para o desenvolvimento de outras atividades, focalizando a alfabetização; 3. Esse modo de mediar a literatura para todas as crianças, especialmente no caso de Eliana, revela os desafios que se colocam para promover o desenvolvimento da relação da criança com a leitura e seus possíveis desdobramentos: o gosto pela leitura, a imaginação, a apreciação estética, a atenção, a generalização (elaboração conceitual), linguagem.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Código de Financiamento 001.235porUniversidade Federal de São PauloPsicologia histórico-culturalEducação infantilEducação inclusivaDeficiência visualLiteratura infantilCriançaA Relação da Criança Cega com a Literatura na Educação InfantilThe Blind Child’s Relationship with Literature in Early Childhood Educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPEscola de Filosofia, Letras e Ciências Humanas 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InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestopendoar:34652023-05-21T05:15:59Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.pt_BR.fl_str_mv |
A Relação da Criança Cega com a Literatura na Educação Infantil |
dc.title.alternative.pt_BR.fl_str_mv |
The Blind Child’s Relationship with Literature in Early Childhood Education |
title |
A Relação da Criança Cega com a Literatura na Educação Infantil |
spellingShingle |
A Relação da Criança Cega com a Literatura na Educação Infantil Camargo, Branca Monteiro [UNIFESP] Psicologia histórico-cultural Educação infantil Educação inclusiva Deficiência visual Literatura infantil Criança |
title_short |
A Relação da Criança Cega com a Literatura na Educação Infantil |
title_full |
A Relação da Criança Cega com a Literatura na Educação Infantil |
title_fullStr |
A Relação da Criança Cega com a Literatura na Educação Infantil |
title_full_unstemmed |
A Relação da Criança Cega com a Literatura na Educação Infantil |
title_sort |
A Relação da Criança Cega com a Literatura na Educação Infantil |
author |
Camargo, Branca Monteiro [UNIFESP] |
author_facet |
Camargo, Branca Monteiro [UNIFESP] |
author_role |
author |
dc.contributor.authorLattes.pt_BR.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4758473U2&tokenCaptchar=03AGdBq24JGbt1-8aaVlUtyd0Ajya52Podd8tmMRxbCb_F7EMT9JD6s7YF5zKnhp7-ghJ-PUPsf6vtMqVgU_FT855-5aJDxVBk3K8ZN8lHRaw1GNR0pO-He7PkPl4f0fC3w8NG_83FS5paoVf7_rfiEk-DRlfPIp2mLsy4MedzsepDhpo-c24nqVPLp3P6sXhJ7_RuO5-VZKpXH-V8oMvHMqwmy4WhKpulNZZvJVgSQHj5pp2UqvVdo5qERV_q4qfGcek6vARXwgQJWIWkiOLpcp459zH89S6Jt5anudsuJgc0_k8K65xMr11VxMSW81RilZyiPr5NCKlGe9XiNXmoXasbOk7m3gOnTQuWwRfZHb44DhOxx4oX17Joxdjib4QY94hkP3gNnwZhewaKNDeFbf6VNdOTxoPI3vAtCCPdG3RUv7ducALXzCjymIdApaDQuHSrO3zZXTv9t0usLcy5og4M3YACAM2RWJU9T80D6nDbtgMF3AZjTpRbyE0bbnMI8R9qRb1WYMZFbApYX0SUzNEzvObITzZZGg |
dc.contributor.advisorLattes.pt_BR.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701813H2&tokenCaptchar=03AGdBq2739qiFtXH3TCyrjLtbhc2gtF0-SmbEmgqeOqgXg7lpSqRKEq-nH5eBCRNm9_EIQuaop88_ZWx1sfIl5vsTSjs0xeMwQbsgqOttbjx7gHjt4ExwIqpoadNC_rb3MBqw3Jgp5ZUdNZn6q_7GJeG96F4bTFk7d1erEqfoktEtmUF65DpvmxrVmfHBseC4ePnjKU70Npqko9hMF8v4A249ZG4nhCD8MDeywvcsQJYDq1C2D2_clk-o1LIio9isW0sBnnvFz4KmxBaIA13-uaWnuYU2YwyzKtLRDWqIR4unc-rpWZdVuRvzCQ7soaJp4_qlkaX2QMhAIYC1c7jagfvnsrSEt9EQD51wr9oKeIP2aWdhOkm5tbJvELwkHnASHgUFI8yVneUFbrOMoAEPPbqwWT0kxg4kpLaICcL8Cnycl0mdENN2RQLMK-UChKETJwuP6eklF57sNDA_j5_H2n8jaatInxTDm3z5hljqsUUl4VzzgwYmFzfwE7L0SWkQwxhPAmms7-zV5a8KTtzp_WN0H6emSx3NEQ |
dc.contributor.author.fl_str_mv |
Camargo, Branca Monteiro [UNIFESP] |
dc.contributor.advisor1.fl_str_mv |
Carvalho, Maria de Fátima |
contributor_str_mv |
Carvalho, Maria de Fátima |
dc.subject.por.fl_str_mv |
Psicologia histórico-cultural Educação infantil Educação inclusiva Deficiência visual Literatura infantil Criança |
topic |
Psicologia histórico-cultural Educação infantil Educação inclusiva Deficiência visual Literatura infantil Criança |
description |
This research addresses the relationship between the blind child and literature within inclusion processes in early childhood education schools. It considers the specificities that characterize blind children and the importance of interacting with children's literature for the development of higher psychic functions. It aims to analyze the conditions and the ways the blind child relates to literature in the school context of early childhood education. Its main reference is the cultural-historical approach, especially Vigotski's studies written between 1924 and 1931, and other texts by the author and contemporary researchers on children's development and literature. It involves the social character of human development and the importance of language and interaction with the social world as a source for learning and development for all children, including those with disabilities. The focus of the analyzes is Eliana, a 5-year-old blind child in the process of school inclusion in her interactions with teachers, colleagues, the researcher, and children's literature. The field research was carried out through participant observation in a private early childhood education school where Eliana studied, located in a city in the State of São Paulo. The observations were registered through field diaries and video recordings, which were later transcribed. Data analysis points out the importance of understanding children's literature as a fundamental activity in preschool age and the possibilities/challenges in the blind child's relationship with stories. It evidences three movements: 1. The significant peculiarities with regard to the position destined to Eliana during the activities; 2. The restricted pedagogical work, conducted under a handout orientation, and carried out as a pretext for the development of other activities focused on literacy; 3. This way of mediating literature for all children, especially in the case of Eliana, reveals the challenges that are posed to promote the development of the child's relationship with reading and its possible consequences: the taste for reading, imagination, aesthetic appreciation, attention, generalization (conceptual elaboration), and language. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-10-25 |
dc.date.accessioned.fl_str_mv |
2022-02-03T17:08:22Z |
dc.date.available.fl_str_mv |
2022-02-03T17:08:22Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Camargo, Branca Monteiro. A Relação da Criança Cega com a Literatura na Educação Infantil. 2021. 237 f. Tese (Doutorado em Ciências – Educação e Saúde na Infância e na Adolescência) – Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, Guarulhos – São Paulo, 2021. |
dc.identifier.uri.fl_str_mv |
https://repositorio.unifesp.br/xmlui/handle/11600/62641 |
identifier_str_mv |
Camargo, Branca Monteiro. A Relação da Criança Cega com a Literatura na Educação Infantil. 2021. 237 f. Tese (Doutorado em Ciências – Educação e Saúde na Infância e na Adolescência) – Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, Guarulhos – São Paulo, 2021. |
url |
https://repositorio.unifesp.br/xmlui/handle/11600/62641 |
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.format.none.fl_str_mv |
235 |
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Universidade Federal de São Paulo |
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