Please use this identifier to cite or link to this item: http://repositorio.ufes.br/handle/10/6099
Title: A criança como sujeito de direitos no cotidiano da educação infantil
Authors: Marchiori, Alexandre Freitas
Keywords: Sujeito de direito;Educação infantil;Educação em tempo integral;Subject of right;Early childhood education;Integral education
Issue Date: 19-Sep-2012
Publisher: Universidade Federal do Espírito Santo
Citation: MARCHIORI, Alexandre Freitas. A criança como sujeito de direitos no cotidiano da educação infantil. 2012. 194 f. Dissertação (Mestrado em Educação) - Universidade Federal do Espírito Santo, Vitória, 2012.
Abstract: This research was developed in Vitória (ES), at the Municipal Center Early Childhood Education (CMEI) Darcy Vargas. The methodology used in the research is characterized as ethnographic type study, requiring up procedures within the qualitative approach, using participant observation, systematic recording in a field diary and photographic record. The permanence in the field of research included a period between September and December 2011. The objectives were to understand the process of appropriation of the discourse regarding the child as a subject of rights and its implications on the teaching practices of early childhood integral education. Specifically corresponded: to research into the historical processes produced around the idea of child as subject of rights; to analyze the appropriation of the concept of child as subject of rights by the field of early childhood education; and to inquire into the implications of the recognition of child as a subject of rights in everyday early childhood education. The subjects of the research were the children, the teachers and early childhood education assistants of the mixed class, made up of children of different age groups and varied between 4 years to 6 years, of morning shift CMEI Darcy Vargas. Before the discussions area of law, the historical context of the child as a subject of rights and, specifically, the right to access and permanence in early childhood education, (tensed) put in evidence the implications of recognizing the child as a subject of right in a context in which children are met the Integral Education Program. The hypothesis, that the recognition of the child as a subject of rights creates changes in the concept of childhood and conceptions of children, it s legitimate. The educational practices accompanying this movement in the field of early childhood education. The results indicated that the existence of Integral Time Education Program, in the daily life of early childhood education, presupposes the recognition of the child as a subject of right, however, in the practices instituted are the rights of adults, espousing a contradiction of the guidelines of the Program, aimed, especially, to children at risk and/or social vulnerability
URI: http://repositorio.ufes.br/handle/10/6099
Appears in Collections:PPGE - Dissertações de mestrado

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