A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN
The starting point of this dissertation is the premise that new understandings about childhood are setting up, considering that experiences of children have been strongly marked by the presence of the media in their lives, as Buckingham (2007; 2010), Steinberg and Kincheloe (2001), Linn (2006), G...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28141 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| id |
ri-123456789-28141 |
|---|---|
| record_format |
dspace |
| institution |
Repositório Institucional |
| collection |
RI - UFRN |
| language |
pt_BR |
| topic |
Mídia Criança e criatividade CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| spellingShingle |
Mídia Criança e criatividade CNPQ::CIENCIAS HUMANAS::EDUCACAO Batalha, Esthephania Oliveira Maia A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN |
| description |
The starting point of this dissertation is the premise that new understandings about
childhood are setting up, considering that experiences of children have been strongly
marked by the presence of the media in their lives, as Buckingham (2007; 2010),
Steinberg and Kincheloe (2001), Linn (2006), Giroux (1995); Fantin (2006; 2008),
Fischer (2002), and Momo (2007; 2010) point out. Considering that media has mainly
offered through its cultural products material and symbolic elements to the
experiences elaboration, expression of feelings, subjectivities production and the
creative processes of children, this research aimed to evince the creativity of children
as from the media culture in the context of an Early Childhood Education institution in
Natal / RN. The investigation was conducted during the years 2017 and 2018 in a
class composed by twenty-two children in a age range between 4 and 5 years old in
the Childhood Education Center, School of Application attached to the Federal
University of Rio Grande do Norte - NEI-CAp/UFRN. In terms of methodological
strategies, I was inspired by elements of the ethnographic research (VELHO;
KUSCHNIR, 2003; VELHO, 2014), which involved the challenge of causing
strangeness on the familiar and perceiving the subtlenesses that marked
relationships in the school context, since I was, at the same time, teacher and
researcher of this group of children. By means of imagery records and writings in field
diaries, I captured and recorded moments in the school routine that related to the
media and the children creative processes. I also considered, as theoretical and
methodological support, more recent studies from the theoretical contribution of
Cultural Studies in Education, such as Hall (1997; 2006), Kellner (2011), Buckingham
(2010; 2012), aiming to understand the corrections between children and the media,
and the Sociology of Childhood, such as those of Sarmento (2003, 2004, 2005) and
Corsaro (2009; 2011), in order to perceive children as active protagonists in the
process of appropriation and resignification of the media culture. With the purpose of
understanding the creative processes of children, from a historical-cultural
perspective, I considered the studies of Martinéz (1997), (2001), (2004), (2009a),
(2010). The analisys regarded the images, discourses, and actions of children who
had relation to elements of the media culture, such as artifacts and certain meanings
linked to them, besides the using of this culture to the elaboration of creative
processes. These analysis made it possible to list creative situations envolving the
children and organize them in two axis. In the first one, titled Between superheroes
and princesses: creating from elements provided by the media culture, creative
moments were evinced in which children combined and reconstrued elements of
media culture to create new words, child plays, and games based on the meanings
related to the universe of superheroes and princesses. In the second one, titled
Creativity for oneself: creating to satisfy needs, I bring situations that – in connection
with the modern-liquid world individualism – showed that children seeked, through
creative strategies, the satisfaction of individual needs. Therefore, it was possible to
perceive that the criativity of children was expressed in small actions and strategies
from the material, emotional and symbolic resources that were available to them at
that moment. Also, it may be said that, although children have used creative
strategies to act, compose relationships, express feelings and share meanings in the
school time and space, such creative elaborations often maintain certain stereotypes,
identities, and values disseminated by the media culture. Finally, even understanding
that children are social actors and protagonists of their socialization processes, it is
important to problematize the infinity of cultural products and symbolic materials that
media offers today which constitute themselves as elements that inspire and mediate relationships. Thus, I hightlight the necessity of school and family mediation,
providing another symbolic, emotional and material references for children to
elaborate their creative processes, perhaps with other purposes suitable to a solidary
and less individualistic society. |
| author2 |
Momo, Mariangela |
| author_facet |
Momo, Mariangela Batalha, Esthephania Oliveira Maia |
| format |
masterThesis |
| author |
Batalha, Esthephania Oliveira Maia |
| author_sort |
Batalha, Esthephania Oliveira Maia |
| title |
A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN |
| title_short |
A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN |
| title_full |
A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN |
| title_fullStr |
A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN |
| title_full_unstemmed |
A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN |
| title_sort |
criatividade das crianças a partir da cultura da mídia no contexto de uma instituição de educação infantil de natal/rn |
| publisher |
Brasil |
| publishDate |
2019 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/28141 |
| work_keys_str_mv |
AT batalhaesthephaniaoliveiramaia acriatividadedascriancasapartirdaculturadamidianocontextodeumainstituicaodeeducacaoinfantildenatalrn AT batalhaesthephaniaoliveiramaia criatividadedascriancasapartirdaculturadamidianocontextodeumainstituicaodeeducacaoinfantildenatalrn |
| _version_ |
1773963516803284992 |
| spelling |
ri-123456789-281412019-12-08T05:27:03Z A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN Batalha, Esthephania Oliveira Maia Momo, Mariangela Bissoli, Michelle de Freitas Coelho, Cristina Massot Madeira Lopes, Denise Maria de Carvalho Paiva, Maria Cristina Leandro de Mídia Criança e criatividade CNPQ::CIENCIAS HUMANAS::EDUCACAO The starting point of this dissertation is the premise that new understandings about childhood are setting up, considering that experiences of children have been strongly marked by the presence of the media in their lives, as Buckingham (2007; 2010), Steinberg and Kincheloe (2001), Linn (2006), Giroux (1995); Fantin (2006; 2008), Fischer (2002), and Momo (2007; 2010) point out. Considering that media has mainly offered through its cultural products material and symbolic elements to the experiences elaboration, expression of feelings, subjectivities production and the creative processes of children, this research aimed to evince the creativity of children as from the media culture in the context of an Early Childhood Education institution in Natal / RN. The investigation was conducted during the years 2017 and 2018 in a class composed by twenty-two children in a age range between 4 and 5 years old in the Childhood Education Center, School of Application attached to the Federal University of Rio Grande do Norte - NEI-CAp/UFRN. In terms of methodological strategies, I was inspired by elements of the ethnographic research (VELHO; KUSCHNIR, 2003; VELHO, 2014), which involved the challenge of causing strangeness on the familiar and perceiving the subtlenesses that marked relationships in the school context, since I was, at the same time, teacher and researcher of this group of children. By means of imagery records and writings in field diaries, I captured and recorded moments in the school routine that related to the media and the children creative processes. I also considered, as theoretical and methodological support, more recent studies from the theoretical contribution of Cultural Studies in Education, such as Hall (1997; 2006), Kellner (2011), Buckingham (2010; 2012), aiming to understand the corrections between children and the media, and the Sociology of Childhood, such as those of Sarmento (2003, 2004, 2005) and Corsaro (2009; 2011), in order to perceive children as active protagonists in the process of appropriation and resignification of the media culture. With the purpose of understanding the creative processes of children, from a historical-cultural perspective, I considered the studies of Martinéz (1997), (2001), (2004), (2009a), (2010). The analisys regarded the images, discourses, and actions of children who had relation to elements of the media culture, such as artifacts and certain meanings linked to them, besides the using of this culture to the elaboration of creative processes. These analysis made it possible to list creative situations envolving the children and organize them in two axis. In the first one, titled Between superheroes and princesses: creating from elements provided by the media culture, creative moments were evinced in which children combined and reconstrued elements of media culture to create new words, child plays, and games based on the meanings related to the universe of superheroes and princesses. In the second one, titled Creativity for oneself: creating to satisfy needs, I bring situations that – in connection with the modern-liquid world individualism – showed that children seeked, through creative strategies, the satisfaction of individual needs. Therefore, it was possible to perceive that the criativity of children was expressed in small actions and strategies from the material, emotional and symbolic resources that were available to them at that moment. Also, it may be said that, although children have used creative strategies to act, compose relationships, express feelings and share meanings in the school time and space, such creative elaborations often maintain certain stereotypes, identities, and values disseminated by the media culture. Finally, even understanding that children are social actors and protagonists of their socialization processes, it is important to problematize the infinity of cultural products and symbolic materials that media offers today which constitute themselves as elements that inspire and mediate relationships. Thus, I hightlight the necessity of school and family mediation, providing another symbolic, emotional and material references for children to elaborate their creative processes, perhaps with other purposes suitable to a solidary and less individualistic society. O ponto de partida desta dissertação é o pressuposto de que novos entendimentos sobre a infância estão se configurando, considerando-se que as experiências das crianças têm sido fortemente marcadas pela presença das mídias em suas vidas, conforme nos apontam Buckingham (2007; 2010), Steinberg e Kincheloe (2001), Linn (2006), Giroux (1995); Fantin (2006; 2008), Fischer (2002), e Momo (2007; 2010). Considerando que a mídia tem ofertado, por meio, principalmente, dos seus produtos culturais, elementos materiais e simbólicos para elaboração de vivências, expressão de sentimentos, produção de subjetividades e dos processos criativos das crianças, esta pesquisa teve como objetivo evidenciar a criatividade das crianças a partir da cultura da mídia no contexto de uma instituição de Educação Infantil de Natal/RN. A investigação ocorreu durante os anos de 2017 e 2018 em uma turma composta por vinte e duas crianças na faixa-etária entre 4 e 5 anos de idade do Núcleo de Educação da Infância, Colégio de Aplicação vinculado à Universidade Federal do Rio Grande do Norte – NEI-CAp/UFRN. Como estratégias metodológicas, me inspirei em elementos da pesquisa etnográfica (VELHO e KUSCHNIR, 2003; VELHO 2014), que envolveu o desafio de estranhar o familiar e perceber as sutilezas que marcaram as relações no contexto escolar, já que eu era, ao mesmo tempo, professora e pesquisadora desse grupo de crianças. Por meio de registros imagéticos e escritos em diário de campo, captei e registrei momentos do cotidiano escolar que tinham relação com a mídia e os processos criativos das crianças. Considerei também, para o suporte teórico-metodológico, estudos mais recentes do aporte teórico dos Estudos Culturais em Educação, tais como Hall (1997; 2006), Kellner (2011), Buckingham (2010; 2012), buscando entender as correções entre as crianças e as mídias, e da Sociologia da Infância como os de Sarmento (2003, 2004, 2005) e Corsaro (2009; 2011), de modo a compreender as crianças como protagonistas ativas no processo de apropriação e ressignificação da cultura midiática. Já visando entender os processos criativos das crianças a partir da perspectiva histórico-cultural, considerei os estudos de Martinéz (1997), (2001), (2004), (2009a), (2010) e Vigotski (1998), (2003), (2004). A análise incidiu sobre as imagens, discursos e ações das crianças que tinham relação com elementos da cultura midiática, como artefatos e determinados significados a eles vinculados, e a utilização dessa cultura para a elaboração de processos criativos. A partir das análises foi possível elencar situações criativas envolvendo as crianças e organizálas em dois eixos. No primeiro deles, intitulado Entre super-heróis e princesas: criando a partir dos elementos fornecidos pela cultura midiática, evidenciei momentos criativos em que as crianças combinaram e reconstruíram elementos da cultura da mídia para criar novas palavras, jogos e brincadeiras a partir de significados vinculados ao universo dos super-heróis e das princesas. No segundo deles, intitulado Criatividade para si: criando para satisfazer necessidades, trago situações que - em conexão com o individualismo do mundo líquido-moderno - evidenciam que as crianças buscaram, por meio de estratégias criativas, a satisfação de necessidades individuais. Desse modo, foi possível perceber que a criatividade das crianças se expressou em pequenas ações e estratégias a partir dos recursos materiais, emocionais e simbólicos que lhes eram disponíveis naquele momento. Pode-se, ainda, dizer que, embora as crianças tenham utilizado estratégias criativas para atuar, constituir relações, expressar sentimentos e partilhar significados nos espaços e tempos da escola, tais elaborações criativas, em muitos momentos, mantêm determinados estereótipos, identidades e valores disseminados pela cultura midiática. Por fim, mesmo entendendo que as crianças são atores sociais e protagonistas dos seus processos de socialização, é importante problematizar acerca da infinidade de produtos culturais e materiais simbólicos que a mídia coloca à disposição na atualidade e que se constituem como elementos que inspiram e mediam relações. Desse modo, ressalto a necessidade da mediação da família e da escola, fornecendo outros referenciais simbólicos, emocionais e materiais para as crianças elaborarem seus processos criativos, talvez com outras finalidades mais afinadas a uma sociedade solidária e menos individualista. 2019-12-05T21:16:46Z 2019-12-05T21:16:46Z 2019-07-04 masterThesis BATALHA, Esthephania Oliveira Maia. A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN. 2019. 149f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2019. https://repositorio.ufrn.br/jspui/handle/123456789/28141 pt_BR Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |