Banca de DEFESA: ESTHEPHANIA OLIVEIRA MAIA BATALHA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ESTHEPHANIA OLIVEIRA MAIA BATALHA
DATA : 04/07/2019
HORA: 15:00
LOCAL: Auditório 02 do PPGEd - NEPSA II
TÍTULO:

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PALAVRAS-CHAVES:

Media, child, creativity.

PÁGINAS: 148
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

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.

MEMBROS DA BANCA:
Externa à Instituição - MICHELLE DE FREITAS BISSOLI - UFAM
Externo à Instituição - CRISTINA MASSOT MADEIRA COELHO - UnB
Interna - 6347805 - DENISE MARIA DE CARVALHO LOPES
Externa ao Programa - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Presidente - 1672888 - MARIANGELA MOMO