Culture in Child Education: brief reflections on a field of contested conceptions
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635 |
Resumo: | ABSTRACT. This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages. |
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Culture in Child Education: brief reflections on a field of contested conceptionsCulture in Child Education: brief reflections on a field of contested conceptionsLa cultura en la educación infantil: breves reflexiones sobre un campo de concepciones controvertidasCulture in Child Education: brief reflections on a field of contested conceptionsA cultura na Educação Infantil: breves reflexões sobre um campo de disputa de concepçõesABSTRACT. This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages.ABSTRACT. This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages. RESUMEN. Este artículo es el resultado de una investigación bibliográfica realizada durante el curso de especialización en Educación Infantil de la Universidade Federal do Norte do Tocantins, Centro de Tocantinópolis, cuyo objetivo fue reflexionar sobre la inserción de la cultura de la escritura en la educación infantil. El estudio se justificó por la necesidad de apoyo teórico sobre el proceso de inserción de la cultura de la escritura especialmente en la vida de los niños en las primeras etapas de la escolarización. El tema en cuestión es necesario y relevante para todos los involucrados con la educación, especialmente los educadores que trabajan con niños de 4, 5 y 6 años de edad, en la educación infantil y los primeros años de la escuela primaria, ya que permite la comprensión de conceptos fundamentales para la inserción del niño en esta cultura. Los resultados obtenidos en la investigación consideran que el aprendizaje, el desarrollo y el conocimiento de los niños relacionados con la escritura en la Educación Infantil, deben ser entendidos y llevados a cabo como un proceso, en constante evolución. Siendo más necesario que nunca, superar la concepción de un saber listo, acabado, sólo transmitido, y establecer el compromiso de formar personas competentes para la vida, capaces de resolver problemas; es decir, de comprender, intervenir, transformar, modificar, respetar, buscar y actuar en la realidad, a través de sus potenciales y numerosos lenguajes.ABSTRACT. This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages.O referido artigo é resultado de pesquisa bibliográfica realizada durante o curso de especialização em Educação Infantil, da Universidade Federal do Norte do Tocantins, Centro de Tocantinópolis, cujo objetivo foi refletir sobre a inserção da cultura escrita na Educação Infantil. O estudo justificou-se pela necessidade de respaldo teórico sobre o processo de inserção da cultura da escrita especialmente na vida de crianças em fase inicial de escolarização. O tema em questão é necessário e relevante para todos os envolvidos com a educação, especialmente educadores que atuam com crianças de 4, 5 e 6 anos de idade, na educação infantil e nos anos iniciais do Ensino Fundamental, já que possibilita a compreensão de conceitos fundamentais à inserção da criança na cultura em questão. Os resultados obtidos na pesquisa consideram que a aprendizagem, o desenvolvimento e o conhecimento das crianças relacionados à escrita na Educação Infantil, deve ser compreendidos e realizados como processo, em constante evolução. Sendo mais do que nunca, necessário superar a concepção de um conhecimento pronto, acabado, somente transmitido, e firmar o compromisso de formar pessoas competentes para a vida, capazes de resolver problemas; ou seja, de compreender, de intervir, de transformar, de modificar, de respeitar, de buscar e de atuar na realidade, por meio das suas potencialidades e inúmeras linguagens. Palavras-chave: educação infantil, complexidade, cultura da escrita, pedagogia. Culture in Child Education: brief reflections on a field of contested conceptions ABSTRACT. This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages. Keywords: early childhood education, complexity, culture of writing, pedagogy. La cultura en la educación infantil: breves reflexiones sobre un campo de concepciones controvertidas RESUMEN. Este artículo es el resultado de una investigación bibliográfica realizada durante el curso de especialización en Educación Infantil de la Universidade Federal do Norte do Tocantins, Centro de Tocantinópolis, cuyo objetivo fue reflexionar sobre la inserción de la cultura de la escritura en la educación infantil. El estudio se justificó por la necesidad de apoyo teórico sobre el proceso de inserción de la cultura de la escritura especialmente en la vida de los niños en las primeras etapas de la escolarización. El tema en cuestión es necesario y relevante para todos los involucrados con la educación, especialmente los educadores que trabajan con niños de 4, 5 y 6 años de edad, en la educación infantil y los primeros años de la escuela primaria, ya que permite la comprensión de conceptos fundamentales para la inserción del niño en esta cultura. Los resultados obtenidos en la investigación consideran que el aprendizaje, el desarrollo y el conocimiento de los niños relacionados con la escritura en la Educación Infantil, deben ser entendidos y llevados a cabo como un proceso, en constante evolución. Siendo más necesario que nunca, superar la concepción de un saber listo, acabado, sólo transmitido, y establecer el compromiso de formar personas competentes para la vida, capaces de resolver problemas; es decir, de comprender, intervenir, transformar, modificar, respetar, buscar y actuar en la realidad, a través de sus potenciales y numerosos lenguajes. Palabras clave: educación infantil, complejidad, cultura de la escritura, pedagogía.Universidade Federal do Tocantins2023-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1563510.20873/uft.rbec.e15635Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15635Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15635Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15635Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15635Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e156352525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635/21308https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635/21309Copyright (c) 2023 Thalita Melo de Souza Medeiros, Gustavo Cunha de Araújohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessde Souza Medeiros, Thalita MeloCunha de Araújo, Gustavo2023-05-30T18:26:29Zoai:ojs.revista.uft.edu.br:article/15635Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2023-05-30T18:26:29Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Culture in Child Education: brief reflections on a field of contested conceptions Culture in Child Education: brief reflections on a field of contested conceptions La cultura en la educación infantil: breves reflexiones sobre un campo de concepciones controvertidas Culture in Child Education: brief reflections on a field of contested conceptions A cultura na Educação Infantil: breves reflexões sobre um campo de disputa de concepções |
title |
Culture in Child Education: brief reflections on a field of contested conceptions |
spellingShingle |
Culture in Child Education: brief reflections on a field of contested conceptions de Souza Medeiros, Thalita Melo |
title_short |
Culture in Child Education: brief reflections on a field of contested conceptions |
title_full |
Culture in Child Education: brief reflections on a field of contested conceptions |
title_fullStr |
Culture in Child Education: brief reflections on a field of contested conceptions |
title_full_unstemmed |
Culture in Child Education: brief reflections on a field of contested conceptions |
title_sort |
Culture in Child Education: brief reflections on a field of contested conceptions |
author |
de Souza Medeiros, Thalita Melo |
author_facet |
de Souza Medeiros, Thalita Melo Cunha de Araújo, Gustavo |
author_role |
author |
author2 |
Cunha de Araújo, Gustavo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
de Souza Medeiros, Thalita Melo Cunha de Araújo, Gustavo |
description |
ABSTRACT. This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635 10.20873/uft.rbec.e15635 |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635 |
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10.20873/uft.rbec.e15635 |
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por |
language |
por |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635/21308 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635/21309 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Thalita Melo de Souza Medeiros, Gustavo Cunha de Araújo http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2023 Thalita Melo de Souza Medeiros, Gustavo Cunha de Araújo http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15635 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15635 Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15635 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15635 Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e15635 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
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gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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