Banca de DEFESA: ROSANA DE OLIVEIRA GOMES SANTOS 

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ROSANA DE OLIVEIRA GOMES SANTOS 
DATE: 19/12/2025
TIME: 09:00
LOCAL: remota
TITLE:

The Theory of Objectification in Early Childhood Education: contributions to Science Education

KEY WORDS:

Theory of Objectification; Early Childhood Education; Science Education

PAGES: 230
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The objective of this research was to investigate the contributions of Theory of Objectification (TO) to the teaching and learning process of scientific knowledge in Early Childhood Education. TO emerged in the 1990s with roots in mathematics education and has established itself as a comprehensive theoretical framework applicable to other areas, such as science education. For TO, learning is an encounter with historically constituted ways of thinking and acting upon the world, structured by a collective perspective and a dialectical intertwining between subjects and their historical-cultural contexts. This process is unique and involves both the processes of objectification (the encounter with knowledge) and subjectification (transformation of subjects) into critical and ethical subjects. The object of this investigation focused on the process of water filtration using a clay filter in a preschool class of five-years-old children in a municipal daycare center in the city of Araruna/PB. This choice integrates with the didactic project of the teacher-researcher due to the sociocultural context of the children, who use the clay filter in their homes and at the daycare center, reinforcing the national and local importance of the object for public health and access to drinking water. Qualitative in nature and grounded in Theory of Objectification (TO), the methodology involved the development and implementation of a Teaching and Learning Activity (TLA) on water filtration, through collaborative work between the teacher-researcher, monitors, and children. Data were obtained through video and audio recording and subjected to multimodal analysis (verbal, gestural, and visual), using specific TO analysis tools. The results initially revealed the children's difficulty in working in groups, marked by an ethic of obedience, individualistic and egocentric practices; and the teacher-researcher's transition from a centralizing posture to a collaborative approach. During the TLA, the children and the teacher-researcher developed collaborative work towards a common goal. Gradually, the children encountered historical and cultural knowledge about the water filtration process, establishing reflections and connections with their sociocultural context. From this encounter, the children became aware of this knowledge, transforming their conceptions, especially by associating the clay filter candle with water filtration and recognizing the need for treatment against invisible microorganisms, and their actions in the classroom dynamic. The results point to the viability of the Theory of Objectification as an alternative to promote the development of scientific knowledge and ethical and critical subjectivities in Early Childhood Education through a teaching-learning process that overcomes the teacher/student dichotomy and individualistic conceptions of learning, promoting values such as solidarity, responsibility, and care for others.

COMMITTEE MEMBERS:
Presidente - ***.667.318-** - ANA PAULA BISPO DA SILVA - UEPB
Externa à Instituição - ALESSANDRA GOMES BRANDÃO - UEPB
Externa à Instituição - NELIANE MOTA RABELO - UFOPA
Externa à Instituição - JAQUELINE VARGAS PLAÇA - UFMS
Externo à Instituição - SHIRLEY TAKECO GOBARA