Banca de DEFESA: PATRICIA LUCIA GALVAO DA COSTA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : PATRICIA LUCIA GALVAO DA COSTA
DATE: 15/08/2025
TIME: 10:00
LOCAL: Online
TITLE:

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KEY WORDS:

Children's narratives; School memory; Protagonism; Childhood; Education

PAGES: 350
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Based on the assumption that children are subjects of rights, languages, and memories, we acknowledge that listening attentively to their oral and written narratives is a powerful way to understand, beyond everyday school life, the subjective and collective dimensions that permeate their experiences at school during childhood. The research investigated school memoirs as a pedagogical practice in the school under investigation, with the aim of understanding what children said about school as a place of memories and about writing about themselves in childhood. We adopted an interdisciplinary perspective as a theoretical framework. The theories of Piaget (2009), Vygotsky (1991, 2009), and Wallon (1975), in the field of genetic psychology, provided a solid foundation for understanding child development in its cognitive, social, affective, and cultural dimensions. Contemporary studies in the sociology of childhood, from the perspective of Sarmento (2004, 2006, 2009), Corsaro (1997, 2011), Oliveira (2005), Kramer (1996, 2003, 2016), Ariès (2014), Del Priori (2021), Kuhlmann Jr. (1998), Stearns (2006), Sarmento and Gouvea (2009), have enabled the understanding of children as subjects of rights and a sensitive reading of the ways of speaking in childhood. In turn, studies based on self-narratives used Bruner (2014) and Passeggi (2014, 2018), which helped us to question children's reflective capacity and their ways of making sense of what happens to them. To discuss memorials, we drew on Passeggi (2000, 2002, 2006, 2008) and Câmara (2012). From a methodological standpoint, the study adopted a qualitative and interpretive approach to the research sources, drawing on Bogdan and Biklen (1994), Minayo (1993), Stake (2011), Gaskell (2003), Jovchelovitch and Bauer (2003), Ludke and André (1986), and Clapier-Vallandon Raybaut (1996). The empirical data consists of four sources: a) nine (9) Memory Books, produced from 2017 to 2022, bringing together school memoirs of children in 5th grade elementary school classes; b) interviews with twenty-nine (29) children who wrote their memoirs in 2022; c) conversations with the four teachers who accompanied the work developed by these children throughout the year; d) observation of 5th grade classes on days dedicated to memoirs. The analysis of the children's oral and written narratives allowed us to understand, on the one hand, the importance of the school memoir as a pedagogical device for reworking the school memories that accompany each individual throughout their life and, on the other hand, to understand writing about oneself as a rite of passage, a privileged space-time for reflection on oneself as the author of one's own history, in light of what they have already experienced and the challenges that arise in new school space-times. In conclusion, this thesis argues that schools, by promoting spaces for the oral and written production of narratives about oneself, expand their commitment to children's right to rework their memories, to express themselves on issues that directly concern them, and to inscribe their ways of thinking and seeing school as a form of social participation. The school memorial is thus configured as a pedagogical and political practice capable of strengthening bonds between members of the school community, building belonging, and legitimizing childhood in its multiple forms of being and existing in school

COMMITTEE MEMBERS:
Externa ao Programa - 1801922 - ALESSANDRA CARDOZO DE FREITAS - nullExterna ao Programa - 3036463 - CLAUDIA ROBERTO SOARES DE MACEDO NAZARIO - nullExterna à Instituição - ECLEIDE CUNICO FURLANETTO - USP
Interna - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externa à Instituição - LUCIANE DE CONTI - UFRGS
Presidente - ***.979.473-** - MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI - UFRN
Externa à Instituição - SANDRA CRISTINNE XAVIER DA CAMARA - IFRN