Banca de DEFESA: AMANDA FHILLADELFIA BEZERRA SILVA DE MENEZES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : AMANDA FHILLADELFIA BEZERRA SILVA DE MENEZES
DATE: 27/03/2024
TIME: 09:00
LOCAL: PLATAFORMA DE WEBCONFERÊNCIA
TITLE:

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KEY WORDS:
Childhood pedagogy; Pedagogy of participation; Child participation; Child listening; Early childhood education.

PAGES: 129
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:
This study, entitled "The children's view of their participation in the daily routine of Early
Childhood Education", arose from the need to study the subject based on the challenges
experienced by the researcher in relation to the active participation of children in the daily
routine of early childhood education, as an Early Childhood Education teacher, and the
scarcity of research dealing with the subject, mainly based on the perspective of the
children themselves. This is research with children, as Oliveira-Formosinho and Araújo
(2007) and Cruz (2008) advocate. In this research perspective, children are not considered
to be the object of the research, but are seen as participating subjects. The study is based
on the Pedagogy of Childhood, which recognizes the child as a subject with rights, active,
who reads and interprets the world, who constructs knowledge and culture, someone who
is capable and competent, as well as defending the child's participation in pedagogical
practices Oliveira-Formosinho (2007). The locus of the study was a Municipal Early
Childhood Education Center - CMEI, in the city of Natal/RN, in a level IV class, with
children aged between 4 and 5. The research question was as follows: "How do the
children in a level IV class at a CMEI in the city of Natal/RN perceive their participation
in Early Childhood Education?" and the object of study was "Children's participation in
the daily routine of Early Childhood Education". In order to answer the research question,
the general objective was: to understand how the children in the level IV Early Childhood
Education class perceive their participation in everyday school life. And specific: to
identify what the children understand as participation; to specify, from the children's
perspective, the moments of participation in the daily routine of Early Childhood
Education; to understand at which moments in the daily routine of Early Childhood
Education the space for children to speak and listen is provided. The research is inspired
by the ethnographic approach, based on André (1995), Rocha (2008), Sarmento (2010)
and Friedman (2011). The methodological tools adopted were participant observation
(Friedman, 2016), guided by an observation tool and individual and collective interviews
with 8 (eight) children in the class. To support the discussion about children's
participation, we relied on the studies of Hart (1992), Oliveira-Formosinho (2007 and
2008), Formosinho and Oliveira-Formosinho (2013) and Fernandes (2009 and 2016),
who discuss children's active participation and their central place in the pedagogical
practices of Early Childhood Education. As a result of the research, it emerged that the
children define participation as an action and point to every moment of the routine as
participation, which is different from what scholars in the field point out when they
emphasize that participation happens when there is listening and negotiation between
adults and children, when the children understand the objectives of the proposed activities
and when these actions have meaning for the subjects who carry them out. Therefore,
based on the research carried out, it was possible to conclude that children's effective
participation in the day-to-day life of Early Childhood Education is still little experienced.

COMMITTEE MEMBERS:
Presidente - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Interna - 1672888 - MARIANGELA MOMO
Externa à Instituição - GIOVANA CARLA CARDOSO AMORIM - UERN
Notícia cadastrada em: 25/03/2024 15:28
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