Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola
From inquiries concerning the child as an individual with rights, this work takes as its object of study the perception of 5-7 years old children on their journey from kindergarten to elementary school, in a school culture. The objective of the research is, therefore, to investigate what the childre...
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Narrativas infantis Pesquisa (auto)biográfica Pesquisa com crianças CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Narrativas infantis Pesquisa (auto)biográfica Pesquisa com crianças CNPQ::CIENCIAS HUMANAS::EDUCACAO Monteiro, Iêda Licurgo Gurgel Fernandes Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola |
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From inquiries concerning the child as an individual with rights, this work takes as its object of study the perception of 5-7 years old children on their journey from kindergarten to elementary school, in a school culture. The objective of the research is, therefore, to investigate what the children tell in narratives drawn into a conversation circle about their experiences of school life in kindergarten and the first grade of elementary school. The participants were 18 children from a public school in the city of Natal (RN). Five rounds of conversation were held in which the children told a little alien, who was unaware of the school culture, what they knew about school and what they did at it. The research is linked to the project "Children's Narratives. What the children tell about childhood schools?"(Passeggi et all, 2011) and adopts epistemological principles and research methods of (auto)biographical education, taking as a working hypothesis the child's ability to reflect on their experiences and understand from their point of view, what happens to them. Analyses were organized based on the concept of school culture (Barroso, 2012). In the narratives of children, the three dimensions of school culture: the functionalist (purpose and rules), structural (structure and pedagogical organization) and the interactional (relations with others, with the spaces and with knowledge) are considered intertwined in their school perceptions and signal experienced tensions in a process of "conversion" from child to student. Children seem to realize the uniqueness of each level of education. They recognize as a characteristic of early childhood education the recreational activities, and as injunctions of the first year of elementary school the "study", "learning to read and write" to "be smart" to "change." The schooling will thus, constitute, in their eyes, as a time and a place where the children's culture gives way to school culture, and in this journey they experience that the desire to play and the duty/want to study cross the three dimensions of school. At the end of the journey, the status of children as cultural beings with rights is confirmed, whose narratives about school and about their experiences of "conversion" in a student, reveal much about the power of reflection on themselves, the school and the society in which they live, legitimizing their place in educational research and in child care policies. |
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Passeggi, Maria da Conceilção Ferrer Botelho Sgadari |
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Passeggi, Maria da Conceilção Ferrer Botelho Sgadari Monteiro, Iêda Licurgo Gurgel Fernandes |
| format |
masterThesis |
| author |
Monteiro, Iêda Licurgo Gurgel Fernandes |
| author_sort |
Monteiro, Iêda Licurgo Gurgel Fernandes |
| title |
Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola |
| title_short |
Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola |
| title_full |
Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola |
| title_fullStr |
Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola |
| title_full_unstemmed |
Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola |
| title_sort |
da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2016 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/21191 |
| work_keys_str_mv |
AT monteiroiedalicurgogurgelfernandes daeducacaoinfantilaoensinofundamentaloquecontamascriancassobreessatravessianaculturadeescola |
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1773966463765315584 |
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ri-123456789-211912017-11-03T04:19:29Z Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola Monteiro, Iêda Licurgo Gurgel Fernandes Passeggi, Maria da Conceilção Ferrer Botelho Sgadari Pierro, Gianine Maria de Souza http://lattes.cnpq.br/0864180204564536 Oliveira, Jacyene Melo de http://lattes.cnpq.br/7383148053596046 Campelo, Maria Estela Costa Holanda http://lattes.cnpq.br/2527223181575594 Gomes, Marineide de Oliveira http://lattes.cnpq.br/5335835681705245 Narrativas infantis Pesquisa (auto)biográfica Pesquisa com crianças CNPQ::CIENCIAS HUMANAS::EDUCACAO From inquiries concerning the child as an individual with rights, this work takes as its object of study the perception of 5-7 years old children on their journey from kindergarten to elementary school, in a school culture. The objective of the research is, therefore, to investigate what the children tell in narratives drawn into a conversation circle about their experiences of school life in kindergarten and the first grade of elementary school. The participants were 18 children from a public school in the city of Natal (RN). Five rounds of conversation were held in which the children told a little alien, who was unaware of the school culture, what they knew about school and what they did at it. The research is linked to the project "Children's Narratives. What the children tell about childhood schools?"(Passeggi et all, 2011) and adopts epistemological principles and research methods of (auto)biographical education, taking as a working hypothesis the child's ability to reflect on their experiences and understand from their point of view, what happens to them. Analyses were organized based on the concept of school culture (Barroso, 2012). In the narratives of children, the three dimensions of school culture: the functionalist (purpose and rules), structural (structure and pedagogical organization) and the interactional (relations with others, with the spaces and with knowledge) are considered intertwined in their school perceptions and signal experienced tensions in a process of "conversion" from child to student. Children seem to realize the uniqueness of each level of education. They recognize as a characteristic of early childhood education the recreational activities, and as injunctions of the first year of elementary school the "study", "learning to read and write" to "be smart" to "change." The schooling will thus, constitute, in their eyes, as a time and a place where the children's culture gives way to school culture, and in this journey they experience that the desire to play and the duty/want to study cross the three dimensions of school. At the end of the journey, the status of children as cultural beings with rights is confirmed, whose narratives about school and about their experiences of "conversion" in a student, reveal much about the power of reflection on themselves, the school and the society in which they live, legitimizing their place in educational research and in child care policies. A partir de indagações sobre a criança como sujeito de direitos, este trabalho toma como objeto de estudo a percepção de crianças de 5 a 7 anos de idade sobre sua travessia da Educação Infantil para o Ensino Fundamental, na cultura de escola. O objetivo da pesquisa é portanto investigar o que contam as crianças em narrativas elaboradas numa roda de conversa sobre suas experiências da vida escolar na Educação Infantil e no primeiro ano do Ensino Fundamental. Participaram da pesquisa 18 crianças de uma escola pública da cidade do Natal (RN). Foram realizadas cinco rodas de conversa em que contaram a um pequeno alienígena que desconhecia a cultura escolar, o que elas sabiam sobre a escola e o que nela faziam. A pesquisa está vinculada ao Projeto “Narrativas infantis. O que contam as crianças sobre as escolas da infância?” (Passeggi et all, 2011) e adota princípios epistemológicos e métodos da pesquisa (auto)biográfica em educação, tomando como hipótese de trabalho a capacidade da criança de refletir sobre suas experiências e compreender, do seu ponto de vista, o que lhes acontece. As análises foram organizadas com base no conceito de cultura escolar (Barroso, 2012). Nas narrativas das crianças, as três dimensões da cultura escolar: a funcionalista (finalidades e normas), a estruturalista (estrutura e organização pedagógica) e a interacionista (relação com o outro, com os espaços e com o saber), se apresentam entrelaçadas em suas percepções da escola e sinalizam tensões vivenciadas em um processo de “conversão” de criança em aluno(a). As crianças demonstram perceber as singularidades de cada nível de ensino. Reconhecem como característica da Educação Infantil as atividades lúdicas e como injunções do primeiro ano do Ensino Fundamental o “estudar”, o “aprender a ler e escrever” para “ser inteligente”, para “mudar”. A escolarização vai assim se constituindo, aos seus olhos, como um tempo e um espaço em que a cultura infantil dá lugar a cultura escolar, e nessa travessia experienciam que o desejo de brincar e o dever/querer estudar atravessam as três dimensões da cultura de escola. No final da viagem, confirma-se o estatuto da crianças como seres culturais e de direitos, cujas narrativas sobre a escola e sobre suas experiências de “conversão” em aluno(a)s muito revelam sobre o poder de reflexão sobre elas mesmas, a escola e a sociedade na qual vivem, legitimando o seu lugar na pesquisa educacional e nas políticas de atenção à infância. 2016-08-19T22:47:50Z 2016-08-19T22:47:50Z 2015-04-29 masterThesis MONTEIRO, Iêda Licurgo Gurgel Fernandes. Da educação infantil ao ensino fundamental: o que contam as crianças sobre essa travessia na cultura de escola. 2015. 138f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2015. https://repositorio.ufrn.br/jspui/handle/123456789/21191 por Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |