Interaction, affection and the construction of meaning among children in a toy library

Detalhes bibliográficos
Autor(a) principal: Oliveira, Ivone Martins de
Data de Publicação: 2010
Outros Autores: Gebara, Ademir
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/28237
Resumo: Contexts in which children interact without close interference from adults, as in times of free activities in a toy library, are revealed to be significant in problematizing and discussing aspects related to child development. How do the interactions occur among children in this space? What clues do they offer to the understanding of the factors involved in the construction of the "self" in these children? What is the role of the other/child in this process? These are some of the questions that the present study seeks to discuss, taking as its point of departure Vygotsky's contributions to the development of consciousness, those of Wallon on the role of the other in the awareness of the self, and those of Elias referring to the relation between the meaning the subject constructs about his life and the meanings attributed to it by others. The analysis of the data related to observations of the interactions between children and between children and adults in a toy library and, in particular between two children, a boy with Down Syndrome who lives with his family and a girl who lives in an orphanage, indicates that in the relationship established with the other what stands out is not so much a unique meaning, but a multiplicity of meanings of the self and the other, accompanied by affective resonances that can be varied and even contradictory.
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spelling Interaction, affection and the construction of meaning among children in a toy library Interação, afeto e construção de sentidos entre crianças na brinquedoteca InteraçãoAfetoRelação eu-outroBrinquedotecaInteractionAffectionSelf-other relationshipToy library Contexts in which children interact without close interference from adults, as in times of free activities in a toy library, are revealed to be significant in problematizing and discussing aspects related to child development. How do the interactions occur among children in this space? What clues do they offer to the understanding of the factors involved in the construction of the "self" in these children? What is the role of the other/child in this process? These are some of the questions that the present study seeks to discuss, taking as its point of departure Vygotsky's contributions to the development of consciousness, those of Wallon on the role of the other in the awareness of the self, and those of Elias referring to the relation between the meaning the subject constructs about his life and the meanings attributed to it by others. The analysis of the data related to observations of the interactions between children and between children and adults in a toy library and, in particular between two children, a boy with Down Syndrome who lives with his family and a girl who lives in an orphanage, indicates that in the relationship established with the other what stands out is not so much a unique meaning, but a multiplicity of meanings of the self and the other, accompanied by affective resonances that can be varied and even contradictory. Contextos em que as crianças interagem sem uma intervenção mais intensa dos adultos, como nos momentos de atividades livres em uma brinquedoteca, revelam-se significativos para problematizar e discutir aspectos referentes ao desenvolvimento infantil. De que maneira ocorrem as interações entre as crianças nesse espaço? Que pistas elas fornecem para uma compreensão dos fatores envolvidos no percurso de construção do "eu" entre essas crianças? Qual o papel do outro/criança nesse processo? Essas são algumas questões que o presente estudo busca discutir, tomando como base as contribuições de Vigotski sobre o desenvolvimento da consciência, as de Wallon relativas ao papel do outro na consciência do eu, e as de Elias, referentes à relação entre o sentido que o sujeito constrói sobre sua vida e os sentidos que os outros atribuem a ele. A análise dos dados relativos a observações de interações entre crianças e de crianças com adultos em uma brinquedoteca e, em especial, de duas crianças, um menino com síndrome de Down que vive com sua família e uma menina que mora em um orfanato, indica que, na relação estabelecida com o outro, mais do que um sentido único, o que se destaca é uma multiplicidade de sentidos a respeito do eu e do outro, acompanhada de ressonâncias afetivas que podem ser variadas e até contraditórias. Universidade de São Paulo. Faculdade de Educação2010-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2823710.1590/S1517-97022010000100012Educação e Pesquisa; v. 36 n. 1 (2010); 373-387Educação e Pesquisa; Vol. 36 No. 1 (2010); 373-387Educação e Pesquisa; Vol. 36 Núm. 1 (2010); 373-3871678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28237/30070Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessOliveira, Ivone Martins deGebara, Ademir2014-10-24T15:47:33Zoai:revistas.usp.br:article/28237Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:47:33Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Interaction, affection and the construction of meaning among children in a toy library
Interação, afeto e construção de sentidos entre crianças na brinquedoteca
title Interaction, affection and the construction of meaning among children in a toy library
spellingShingle Interaction, affection and the construction of meaning among children in a toy library
Oliveira, Ivone Martins de
Interação
Afeto
Relação eu-outro
Brinquedoteca
Interaction
Affection
Self-other relationship
Toy library
title_short Interaction, affection and the construction of meaning among children in a toy library
title_full Interaction, affection and the construction of meaning among children in a toy library
title_fullStr Interaction, affection and the construction of meaning among children in a toy library
title_full_unstemmed Interaction, affection and the construction of meaning among children in a toy library
title_sort Interaction, affection and the construction of meaning among children in a toy library
author Oliveira, Ivone Martins de
author_facet Oliveira, Ivone Martins de
Gebara, Ademir
author_role author
author2 Gebara, Ademir
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Ivone Martins de
Gebara, Ademir
dc.subject.por.fl_str_mv Interação
Afeto
Relação eu-outro
Brinquedoteca
Interaction
Affection
Self-other relationship
Toy library
topic Interação
Afeto
Relação eu-outro
Brinquedoteca
Interaction
Affection
Self-other relationship
Toy library
description Contexts in which children interact without close interference from adults, as in times of free activities in a toy library, are revealed to be significant in problematizing and discussing aspects related to child development. How do the interactions occur among children in this space? What clues do they offer to the understanding of the factors involved in the construction of the "self" in these children? What is the role of the other/child in this process? These are some of the questions that the present study seeks to discuss, taking as its point of departure Vygotsky's contributions to the development of consciousness, those of Wallon on the role of the other in the awareness of the self, and those of Elias referring to the relation between the meaning the subject constructs about his life and the meanings attributed to it by others. The analysis of the data related to observations of the interactions between children and between children and adults in a toy library and, in particular between two children, a boy with Down Syndrome who lives with his family and a girl who lives in an orphanage, indicates that in the relationship established with the other what stands out is not so much a unique meaning, but a multiplicity of meanings of the self and the other, accompanied by affective resonances that can be varied and even contradictory.
publishDate 2010
dc.date.none.fl_str_mv 2010-04-01
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 https://www.revistas.usp.br/ep/article/view/28237
10.1590/S1517-97022010000100012
url https://www.revistas.usp.br/ep/article/view/28237
identifier_str_mv 10.1590/S1517-97022010000100012
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/28237/30070
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 36 n. 1 (2010); 373-387
Educação e Pesquisa; Vol. 36 No. 1 (2010); 373-387
Educação e Pesquisa; Vol. 36 Núm. 1 (2010); 373-387
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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