Acervos e práticas de/com a literatura na educação infantil
This Master's Thesis aimed to analyze the constitution of literary collections and pedagogical practices developed in Early Childhood Education institutions with a view to promoting interactions between children and literature according to teachers who carry them out. In this sense, during the...
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Universidade Federal do Rio Grande do Norte
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Educação infantil Literatura infantil Práticas pedagógicas Acervos literários |
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Educação infantil Literatura infantil Práticas pedagógicas Acervos literários Menezes, Úrsula Gabriela Dantas de Acervos e práticas de/com a literatura na educação infantil |
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This Master's Thesis aimed to analyze the constitution of literary collections and
pedagogical practices developed in Early Childhood Education institutions with a view
to promoting interactions between children and literature according to teachers who
carry them out. In this sense, during the investigation process, we defend that: a)
literature as a cultural practice present in all times and societies and a work of artlanguage that enables fundamental experiences for our formation as human-social
subjects; b) collections as a space for interaction, (re)signification, appropriation and
cultural production, which need to consider, in addition to diversity, the literary quality
of the works, aiming at expanding children's experiences; and c) pedagogical practices
as possibilities of mediation and of encounters and relationships between subjects and
objects of knowledge. Thus, we understand that the relationship between children and
literature is relevant to their development, as it provides opportunities to experience
fantasy, playfulness, language, thought, cognition, affection, freedom and to be
guaranteed throughout the schooling process. , especially in the context of Early
Childhood Education. Thus, the study sought to answer the question: how are the
literary collections (in terms of quantity and quality) and the pedagogical practices that
promote the interaction of children with works of literature in the context of
Kindergarten? Given the nature of our object of analysis, we adopted a qualitative
investigation approach, based on socio-historical methodological contributions from the
contributions of Vigotski (2007) and Bakhtin (2011) on research in Human Sciences,
understanding that the processes that involve human relationships are complex and the
researcher assumes the role of participant of/in the investigated context and needs to be
aware of the meanings that other co-participating subjects attribute to the object under
study, which is, in turn, the production of these same subjects in their daily relationships
. We defined as an empirical field a Municipal Center for Early Childhood Education
(CMEI) located in Natal/RN and as research subjects teachers from different groups of
children, the reading mediator and the principal. Our data were built through
observation and survey of the existing collection at the institution, interviews and a
questionnaire to characterize the school. . We believe that the reality reported by the
teachers about the practices developed point to a strong mobilization of the researched
CMEI to provide interaction between children (and the school community) and the
literature, through different strategies, a practice that has been consolidated throughout
the history of the institution. In this sense, the school has a wide and diversified literary
collection and seeks to organize different times and spaces that invite subjects to
explore and interact with books, either permanently or by temporary installations,
spreading the works from the collection in different environments, creating a “reading
station”. We emphasize the importance of public policies aimed at the assessment,
acquisition and distribution of literature books, continuing education of teachers and the
organization of fixed and invented times and spaces, encounters and disagreements with
reading, in child care centers. |
| author2 |
Lopes, Denise Maria de Carvalho |
| author_facet |
Lopes, Denise Maria de Carvalho Menezes, Úrsula Gabriela Dantas de |
| format |
masterThesis |
| author |
Menezes, Úrsula Gabriela Dantas de |
| author_sort |
Menezes, Úrsula Gabriela Dantas de |
| title |
Acervos e práticas de/com a literatura na educação infantil |
| title_short |
Acervos e práticas de/com a literatura na educação infantil |
| title_full |
Acervos e práticas de/com a literatura na educação infantil |
| title_fullStr |
Acervos e práticas de/com a literatura na educação infantil |
| title_full_unstemmed |
Acervos e práticas de/com a literatura na educação infantil |
| title_sort |
acervos e práticas de/com a literatura na educação infantil |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2022 |
| url |
https://repositorio.ufrn.br/handle/123456789/46839 |
| work_keys_str_mv |
AT menezesursulagabrieladantasde acervosepraticasdecomaliteraturanaeducacaoinfantil |
| _version_ |
1773960166161514496 |
| spelling |
ri-123456789-468392022-05-02T15:25:00Z Acervos e práticas de/com a literatura na educação infantil Menezes, Úrsula Gabriela Dantas de Lopes, Denise Maria de Carvalho http://lattes.cnpq.br/9232305216946976 http://lattes.cnpq.br/1935167361851222 Dantas, Elaine Luciana Sobral http://lattes.cnpq.br/5165822357988876 Paiva, Maria Cristina Leandro de http://lattes.cnpq.br/5008583007971704 Carvalho, Maria de Fátima Momo, Mariangela http://lattes.cnpq.br/6061996250283917 Educação infantil Literatura infantil Práticas pedagógicas Acervos literários This Master's Thesis aimed to analyze the constitution of literary collections and pedagogical practices developed in Early Childhood Education institutions with a view to promoting interactions between children and literature according to teachers who carry them out. In this sense, during the investigation process, we defend that: a) literature as a cultural practice present in all times and societies and a work of artlanguage that enables fundamental experiences for our formation as human-social subjects; b) collections as a space for interaction, (re)signification, appropriation and cultural production, which need to consider, in addition to diversity, the literary quality of the works, aiming at expanding children's experiences; and c) pedagogical practices as possibilities of mediation and of encounters and relationships between subjects and objects of knowledge. Thus, we understand that the relationship between children and literature is relevant to their development, as it provides opportunities to experience fantasy, playfulness, language, thought, cognition, affection, freedom and to be guaranteed throughout the schooling process. , especially in the context of Early Childhood Education. Thus, the study sought to answer the question: how are the literary collections (in terms of quantity and quality) and the pedagogical practices that promote the interaction of children with works of literature in the context of Kindergarten? Given the nature of our object of analysis, we adopted a qualitative investigation approach, based on socio-historical methodological contributions from the contributions of Vigotski (2007) and Bakhtin (2011) on research in Human Sciences, understanding that the processes that involve human relationships are complex and the researcher assumes the role of participant of/in the investigated context and needs to be aware of the meanings that other co-participating subjects attribute to the object under study, which is, in turn, the production of these same subjects in their daily relationships . We defined as an empirical field a Municipal Center for Early Childhood Education (CMEI) located in Natal/RN and as research subjects teachers from different groups of children, the reading mediator and the principal. Our data were built through observation and survey of the existing collection at the institution, interviews and a questionnaire to characterize the school. . We believe that the reality reported by the teachers about the practices developed point to a strong mobilization of the researched CMEI to provide interaction between children (and the school community) and the literature, through different strategies, a practice that has been consolidated throughout the history of the institution. In this sense, the school has a wide and diversified literary collection and seeks to organize different times and spaces that invite subjects to explore and interact with books, either permanently or by temporary installations, spreading the works from the collection in different environments, creating a “reading station”. We emphasize the importance of public policies aimed at the assessment, acquisition and distribution of literature books, continuing education of teachers and the organization of fixed and invented times and spaces, encounters and disagreements with reading, in child care centers. A presente Dissertação de Mestrado teve como objetivo analisar a constituição de acervos literários e práticas pedagógicas desenvolvidas em instituições de Educação Infantil, com vistas a promover interações de crianças com a literatura, segundo professoras que as realizam. Nesse sentido, durante o processo de investigação, orientamo-nos pelas premissas: a) a literatura é prática cultural presente em todos os tempos e sociedades e obra de arte/linguagem que possibilita vivências fundamentais para a nossa formação como sujeitos humano-sociais; b) acervos literários constituem objetos de interação, (res)significação, apropriação e produção cultural, que precisam considerar, além da diversidade, a qualidade literária das obras, visando à ampliação das experiências das crianças; e c) as práticas pedagógicas são possibilidades de mediação de encontros e relações entre os sujeitos e os objetos de conhecimento. Desse modo, entendemos que a relação entre a criança e a literatura tem relevância para seu desenvolvimento, pelo que esta propicia de oportunidades de vivência de fantasia, ludicidade, linguagem, pensamento, cognição, afetividade, liberdade e de ser garantida em todo o processo de escolarização, especialmente no contexto da Educação Infantil. Assim, o estudo buscou responder à questão: como se constituem os acervos literários (em termos de quantidade e qualidade) e as práticas pedagógicas que propiciam interações de crianças com obras de literatura no contexto da Educação Infantil? Dada a natureza do nosso objeto de análise, adotamos a abordagem qualitativa de investigação e os aportes metodológicos sócio-históricos, a partir das contribuições de Vigotski (2007) e Bakhtin (2011) a respeito da pesquisa sobre processos humanos/nas Ciências Humanas, compreendendo que os processos que envolvem as relações humanas são históricos, contextualizados e dinâmicos e que o pesquisador assume o papel de participante do/no contexto investigado, necessitando manter-se atento aos sentidos que os outros sujeitos coparticipantes atribuem ao objeto em estudo que é, por sua vez, produção desses mesmos sujeitos em suas relações cotidianas. Definimos como campo empírico um Centro Municipal de Educação Infantil (CMEI) localizado em Natal/RN e, como sujeitos da pesquisa, professoras de diferentes grupos de crianças, a mediadora de leitura e a diretora. Nossos dados foram construídos por meio da observação e levantamento do acervo existente na instituição, entrevistas de tipo semiestruturado e um questionário de caracterização da escola. Consideramos que as práticas descritas pelas professoras apontam para uma forte mobilização do CMEI pesquisado, no sentido de proporcionar a interação entre as crianças (e a comunidade escolar) e a literatura, por meio de diferentes estratégias, prática que vem se consolidando ao longo da história da instituição. A escola dispõe de um amplo e diversificado acervo literário e procura organizar diferentes tempos, espaços e situações que convidam as crianças, seus familiares/responsáveis e ainda outros profissionais da instituição a interagir e explorar os livros, em atividades permanentes e eventuais, e em que a literatura é foco principal ou secundário da atividade. Há um espalhamento de obras em diversos ambientes, criando uma “estação de leitura”. Ressaltamos a importância de políticas públicas voltadas para a avaliação, aquisição e distribuição de livros de literatura, bem como a formação continuada de professores para a invenção e organização de tempos, espaços e relações de encontro com a leitura literária em centros de educação da infância. 2022-04-07T23:14:09Z 2022-04-07T23:14:09Z 2021-11-23 masterThesis MENEZES, Úrsula Gabriela Dantas de. Acervos e práticas de/com a literatura na educação infantil. 2021. 165f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2021. https://repositorio.ufrn.br/handle/123456789/46839 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |