Nombre: BETHANIA ALVES COSTA ZANDOMINEGUE
Fecha de publicación: 30/11/2018
Supervisor:
Nombre |
Papel |
|---|---|
| ANDRÉ DA SILVA MELLO | Advisor * |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| AMARÍLIO FERREIRA NETO | Internal Examiner * |
| ANDRÉ DA SILVA MELLO | Advisor * |
| JOSÉ FRANCISCO CHICON | Internal Examiner * |
| JOSÉ LUIZ CIRQUEIRA FALCÃO | External Examiner * |
| VÂNIA CARVALHO DE ARAÚJO | External Examiner * |
Sumario: This thesis presents as object of study the cultural productions of the children in the pedagogical work of Physical Education with the Early Childhood Education, through contents/themes of the popular culture. It focuses these cultural productions as the axis of curricular articulation in Early Childhood Education. It aims to analyze how the main guiding documents of Early Childhood Education in Brazil and in the Vitória/ES conceive the child and, based on this conception, organize the curricular dynamics and the ways of operating in/with the first stage of Basic Education; To verify how the academic production of Physical Education has dialogued with these documents; To investigate in what way the pedagogical mediation of Physical Education with the popular culture is established in the curricular dynamics with the different fields of knowledge and subjects in the daily life of Early Childhood Education; To identify the cultural productions of the children in the pedagogical mediation of Physical Education with the popular culture, observing in what way these productions can be considered in the curricular dynamics of the Early Childhood Education. To do so, it combines Documentary Analysis, Collaborative Action Research and Ethnography with Children, given the nature of the object and objectives of the research. The data were produced with the different subjects (Physical Education teachers, room teachers, scholarship students (Pibid/EF/Ufes), pedagogical team of a Municipal Center for Early Childhood Education (CMEI), families and children, through different sources such as field diaries, narratives, audio records, semi-structured interviews, iconographic images, videos and children's drawings. The data produced by Collaborative Research-Action were subjected to a process of analysis and categorization by the researcher and densely intertwined. The interpretative analysis of the ethnographic data occurred through a process of interactive articulation between the categories of analysis. As in a entangle of "threads and knots," the singularities perceived in the everyday of insertion were articulated through a continuous process of producing "knowledge in networks" of meaning and signification. The group of data produced by the methodological composition adopted in this study points to the recognition of the child as a subject of rights, producer of culture and school as a space for dialogue and appreciation of children's cultural productions as fundamental aspects, underlying the main guiding documents of Early Childhood Education, which favor the materialization of an articulated curriculum based on the centrality of children and their productions. It shows that the themes of popular culture foster important channels of communication with children's cultural productions and the different areas, languages and subjects that practice daily education. It highlights the incorporation of these knowledge in the play already practiced by children, as a strategy that expands conditions for them to share and produce new cultures, from these experiences. It denotes the challenges encountered for the materialization of a curriculum articulated with the different areas and subjects from Physical Education mediations with popular culture, such as the question of religiosity, the resistance of some teachers to collaborative work, the absence of pedagogical mediation and space/time of collective planning among teachers.
Keywords: Physical Education. Early childhood education. Methodological composition. Popular culture.
