Relações semióticas entre educação física e obras de artes na mediação pedagógica com a educação infantil
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Data
2024-09-27
Autores
Gomes, Michelle Cristina Duarte
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Universidade Federal do Espírito Santo
Resumo
This dissertation had as its object of study the articulation between Physical Education (PE) and works of arts in pedagogical mediations with Early Childhood Education (EI), in a phenomenological dimension of thirdness, anchored in Semiotics. Although the different languages have educational potential recognized in the legal and pedagogical sphere, as well as in the academic-scientific production in the area, the way in which Physical Education is articulated with the arts in Early Childhood Education still needs greater understanding and deepening. The objective of the dissertation was to analyze the possibilities and challenges for the articulation between Physical Education and works of arts in a third-party Semiotic dimension, in pedagogical mediations with Early Childhood Education. From this general objective, the following specific objectives unfold: a) identify, in the academic productions of the PPGEF at Ufes, the categories of semiotic experiences in the pedagogical mediations of PE with the multiple languages in EI; b) encourage, through Collaborative Action Research (PAC), pedagogical mediations with EI that articulate PE with works of art in a third-party Semiotic dimension, which favor children's cultural production; c) state the impact of the pedagogical experience on the continued training of the teachers involved. Qualitative research combined two methodologies: Bibliographic Research with Collaborative Action Research. From the 17 academic-scientific productions identified, we highlight two categories: types of languages mobilized in PE pedagogical practices and semiotic experiences in PE pedagogical mediations with EI. With the exploration of the theoretical locus, we subcategorized the types of languages identified into: make-believe; children's literature and storytelling; audio-visual; dramatization and cultural presentation; modeling; music; dance; painting; design. Semiotic experiences were subcategorized into: firstness, secondness and thirdness. The Action Research was carried out at CMEI Maria Nazareth Menegueli, from the Municipal Network of Vitória/ES (PMV), with monitoring of PE classes in Group 6. The subjects participating in the research were 21 children aged between 5 and 6 years old. age, together with the institution's Physical Education Teacher, who was our collaborator in planning and pedagogical mediations. The data produced were interpreted in the light of Semiotics (Santaella, 1983; 2004; 2008), Sociology of Childhood (Sarmento, 2008; 2013), above all, from an interpretative perspective (Corsaro, 2005; 2009), and the assumptions of Daily Life Studies (Certeau, 2014) and categorized according to the themes of the CMEI Institutional Project: Life made a word that liberates and produces love, We affirm our nests and backyards through forests, plants and animals and We affirm our nests and backyards by the original peoples. After developing the PAC, we carried out a narrative interview with the collaborating teacher, with the intention of understanding the impact of the experience on her professional and personal trajectory, as, in the research process, there was a new meaning of her pedagogical practice. At this juncture, we intend and captivate, taking into account that the objectives of the PAC are the transformation of the investigated reality and the production of knowledge, that carrying out the research would contribute to the redefinition of pedagogical practices, bringing together what is prescribed and what is experienced in mediation of multiple languages related to the arts in Physical Education classes in Early Childhood Education
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Educação Física , Educação infantil , Mediação pedagógica , Semiótica , Artes , Physical education , Early childhood education , Pedagogical mediation , Semiotics , Arts