Nombre: MICHELLE CRISTINA DUARTE GOMES
Fecha de publicación: 27/09/2024
Junta de examinadores:
Nombre |
Papel |
|---|---|
| ANDRE DA SILVA MELLO | Presidente |
| MÁRCIA BUSS-SIMÃO | Examinador Externo |
| VICTOR REIS MAZZEI | Examinador Externo |
Sumario: This dissertation has as its object of study the articulation between Physical Education (PE) and works of classical arts in pedagogical mediations with Early Childhood Education (EI), in a phenomenological dimension of thirdness (TER), 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 classical arts in Early Childhood Education still needs greater understanding and deepening. The objective of the dissertation is to analyze the possibilities and challenges for the articulation between Physical Education and works of classical 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 and analyze, through Collaborative Action Research (PAC), pedagogical mediations with EI that articulate PE with works of classical arts in a third-party Semiotic dimension, which favor children's cultural production; c) analyze the impact of the pedagogical experience on the continuing education of the teachers involved. Qualitative research combines two methodologies: Bibliographic Research with Collaborative Action Research. The bibliographic search took place in the repository of dissertations and theses of the PPGEF at Ufes, to produce a “State of Knowledge”on the interactions of languages with PE in pedagogical mediations in EI. Through content analysis, we identified 17 academic-scientific productions that present PE pedagogical mediations with EI, highlighting two categories: types of languages mobilized in PE pedagogical practices and semiotic experiences in PE pedagogical mediations with EI. From this exploration, we subcategorized the types of languages identified into: pretend; 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, between the months of September to December 2023. The subjects participating in the research were 21 children aged between five and six years old, together with the CMEI Physical Education Teacher, who collaborated with us in planning and pedagogical mediations, as well as the CMEI pedagogical team. After carrying out the PAC, we carried out a narrative interview with the collaborating teacher (PC), 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. The data produced were interpreted in the light of Semiotics (Santaella, 1983; 2004; 2008), Sociology of Childhood (Sarmento, 2008; 2013), above all, in the interpretative perspective (Corsaro, 2005; 2009), and with the assumptions of Studies with Everyday Life (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 for the forests, plants and animals and We affirm our nests and backyards for the original peoples. At this juncture, we intend and captivate, taking into account that the objectives of 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 the mediation of multiple languages related to classical arts in Physical Education classes in Early Childhood Education.
Keywords: Physical Education; Early Childhood Education; Pedagogical mediation; Semiotics; Classical arts.
