Banca de DEFESA: NATÁLIA MARINA DANTAS CUNHA
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.DISCENTE : NATÁLIA MARINA DANTAS CUNHA
DATA : 30/08/2019
HORA: 14:30
LOCAL: Auditório 02 do PPGEd - NEPSA II - UFRN
TÍTULO:
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PALAVRAS-CHAVES:
Pedagogical Mediation; Drawing; Child education
PÁGINAS: 126
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:
This paper analyzes the ways of mediation of teachers in promoting children's interactions and experimentation with the language of drawing in early childhood education. The aim of this research was to analyze ways of mediation of teachers in the promotion of children's interaction-experimentation with drawing in kindergarten, having as theoreticalmethodological contributions, principles of LS Vygotsky's historical-cultural approach and propositions of M. Bakhtin's dialogism for research on human processes, according to which, in such research it is necessary to consider: that the objects of study are not given, but exist as a permanent construction; that your understanding demands your situation in context, seeking the relationships that constitute it; that both the object and its comprehension are discursive productions, that is, they are texts; that research relations are relations oconstructed between researchers and research subjects and demand from the researcher movements of approach and withdrawal, responsibility and sensitivity. The methodology involved the following procedures: document analysis, semiparticipation observation sessions in two classes of kindergarten and semi-structured interviews with teachers of the observed classes and pedagogical coordinator. The study was conducted in a kindergarten institution of the public school of Natal / RN - Municipal Center of Early Childhood Education - CMEI, in a level IV class, with children in the age group of 5 years. Our analysis has given us evidence that the modes of mediation from teachers' interventions have made it impossible for children to develop their creative process, as there is a predominance of
children's action control interventions while they are drawing. And they point out the need for such practices and interventions to be rethought so that they can enable children to understand the drawing, being attributed to it, meaning and meaning. Therefore, for children, as well as their teachers - and other professionals of the institutions - it is necessary conditions in which they can redefine the design, their learning and their teaching, even considering the specificities of early childhood education.
MEMBROS DA BANCA:
Presidente - 6347805 - DENISE MARIA DE CARVALHO LOPES
Externa à Instituição - ELAINE LUCIANA SOBRAL DANTAS - UFERSA
Externa à Instituição - FERNANDA DE LOURDES ALMEIDA LEAL - UFCG
Externa ao Programa - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Interna - 1672888 - MARIANGELA MOMO