Infâncias e educação infantil : redes de sentidosproduções compartilhadas no currículo e potencializadas na pesquisa com as crianças.
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Data
2012-10-16
Autores
Nunes, Kezia Rodrigues
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Universidade Federal do Espírito Santo
Resumo
The purpose of this text consists in understanding the relationships between the
concepts of child, childhood and upbringing. The text discusses, relates and
also connects these concepts in order to erase their commom meaning. This
way it updates what has been understood as the way they function together, to
what they have become. The research uses two diferente sources: First, it looks
into some graduate studies (specially Deleuze’s and Guattari’s) which approach
these concepts relating them to the philosophy of difference. It gathers 13
articles published by Associação Nacional de Pós-Graduação e Pesquisa em
Educação (Anped), 3 articles by Revista Brasileira de Educação (RBE) and also
12 graduate program education theses. The second one involves research
performed in a CMEI in the city Cariacica/ES/Brazil during 2011. This research
consisted in observing the conversation among seventy children between four
and five years old, studying in the afternoon. It bases its methodology on the
daily school research thoughts (ALVES 2008a, 2008b, AZEVEDO 2008,
FERRAÇO 2003, 2007, 2008) and also on the cartography (KASTRUP 2007,
DELEUZE; GUATTARI, 1995). The text uses different research tools, such as:
a field journal, photographic and filmic records, chats with adults and children
and also interview games created for the research. These tools allowed the
research to stratify, to organize, to deterritorialize and to produce escape into
these different concepts. Continuous intensity zones multiply the concepts into
eight plateaus that extrapolate the final image in order to negociate with the
children. It was noticed the children’s logic as far as the research mapped the
children’s works and wishes, most of time, can’t be related to the adults’. This
research allowed us to understand the children and their world better. It enabled
us to connect to them, deeper than we could, considering our previous
knowledge. The following concepts were considered in order to make the
discussions relevant: The school as a meeting place; to play with one’s friends;
to grow into diferente moments of childhood (such as: studying, reading, writing,
painting, drawing, playing, creating, fabling, falling in love); to extend the
chronological time into aiônico time; to cause experimentation that consider all
children as unique and different beings; to expand the understanding of
childhood considering its duration and potentiality; to induce dialogue about the
childhood plays, to consider the children’s and school’s modulations according
to the crying and dissatisfaction and other lines that get away. It is accepted that
children summon us, incite us, challenge us, invite us to share other production
networks, new demands, and other possibilities with them. Much more often
than adults do. These concept’s de-re-territorialization consist on a political bid
on a changing wish. One that considers the necessity of recreating ourselves in
adults and children simultaneously. Turning the relations parallel in order to
open the children’s demands, the regular ones and also the ones inside us, the
adults.
Descrição
Palavras-chave
Childhood , Curriculum , Upbringing
Citação
NUNES, Kezia Rodrigues. Infâncias e educação infantil: redes de sentidosproduções compartilhadas no currículo e potencializadas na pesquisa com as crianças. 2012. 228 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação. Universidade Federal do Espírito Santo, Centro de Educação, Vitória, 2012.