Banca de DEFESA: BARBARA RAQUEL COUTINHO TOSCANO AZEVEDO
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.STUDENT : BARBARA RAQUEL COUTINHO TOSCANO AZEVEDO
DATE: 01/09/2025
TIME: 14:00
LOCAL: Auditório 02 do PPGEd - NEPSA II
TITLE:
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KEY WORDS:
Child/Childhood; Transition; Socialization; Early Childhood Education; Elementary School; Sociology of Childhood; Ethnomethodology; Children’s Voice; In-Between Place
PAGES: 259
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:
This study investigates children’s experiences during the transition from Early Childhood Education to Elementary School, understanding this passage not as a rupture, but as an in-between marked by discoveries, displacements, meanings, and negotiations. The research is grounded in the perspective of the sociology of childhood, drawing on authors such as Corsaro, Sarmento, Sirota, Montandon, and Fernandes, who recognize children as social, historical, and cultural subjects. Methodologically, the study adopts ethnomethodology, based on the works of Garfinkel and Coulon, which values the ways in which subjects produce meaning in their everyday practices. The investigation was carried out at the Núcleo de Educação da Infância of the Federal University of Rio Grande do Norte (NEI/CAp–UFRN), with children experiencing the transition between the two educational stages. Through observations, sensitive records, interviews, and dialogues with children, mediated using a social interposition object, the study sought to understand the process of school socialization during the transition from Early Childhood Education to the initial years of Elementary School, based on the experiences of the children themselves. The children were regarded as central subjects of the research, with emphasis on the recognition of their participation and agency, as discussed by Fernandes, Kramer, and Rocha. The study thus analyzed how children constructed the meanings about this transition, how they interpret changes in space, time, relationships, and practices, and how they re-signify school based on their own references and experiences. The results revealed that the transition is experienced in diverse ways, traversed by feelings of estrangement, adaptation, belonging, and resistance. Based on children’s words and lived expressions, we traced pathways of understanding regarding this process, highlighting how children build their own forms of participation and expression, which are often silenced by adultcentered school practices during the transition from Early Childhood Education to Elementary School. This thesis affirms the importance of ethical and qualified listening in research with children and in school contexts, arguing that it is essential to recognize childhoods as protagonists of the school experience. Thus, it is necessaire rethinking pedagogical practices and public policies that honor continuity, singularity, and children’s rights.
COMMITTEE MEMBERS:
Externa à Instituição - ADELAIDE ALVES DIAS - UFPB
Presidente - 926826 - ADIR LUIZ FERREIRA
Externa à Instituição - ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES - IFRN
Externa ao Programa - 1573508 - DENISE BORTOLETTO - nullExterna à Instituição - GIOVANA CARLA CARDOSO AMORIM - UERN
Interna - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Interna - 1672888 - MARIANGELA MOMO