Tempo, espaço e corpo na representação espacial: contribuições para a educação infantil
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Data
2012-09-19
Autores
Juliasz, Paula Cristiane Strina [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa parte da necessidade de compreender como se desenvolvem as aquisições das noções de tempo e espaço na infância, uma vez que são fragmentados e aos poucos, no interior dos grupos sociais, tomam ordem e sequência. Situar o ensino desses conceitos na infância se torna indispensável, pois posteriormente serão utilizados nos conhecimentos sistematizados da Cartografia e da Geografia. Encontramos fundamentos teóricos que nos permitiram delinear um estudo com foco na organização espaço-tempo a partir do desenvolvimento não só cognitivo, mas principalmente, das experiências corporais e da linguagem. O objetivo da pesquisa consistia em organizar um acervo de atividades de ensino com crianças de três a cinco anos, em contexto escolar. Para isso, permanecemos no contexto escolar por dezoito meses, sendo que por doze, desenvolvemos uma série de atividades mobilizadoras das relações tempo-espaço-corpo. Essa investigação teve como base a pesquisa participante, pois essa metodologia pressupõe a presença do investigador no local de estudos, possibilitando o entendimento das ações dos indivíduos em suas atividades e ambientes habituais, visando certa aproximação entre pesquisador e pesquisados. Para o desenvolvimento das atividades, tomamos como referência a cultura da infância e o contexto escolar, utilizando livros infantis, canções, animações e brinquedos. As atividades foram registradas por meio de narrativas, produções das crianças, filmagem e fotografias, o que nos permitiu obter diálogos estabelecidos entre as crianças e informações minuciosas a respeito do seu pensamento As narrativas serviram como base para produção deste trabalho, pois a partir delas, selecionamos algumas produções para serem analisadas. As atividades desempenharam papel duplo:...
This study emerged from the need to understand how the acquisitions of the notions of space and time develop during childhood, once they are fragmented and gradually acquire order and sequence within social groups over time. It is of utmost importance to situate these concepts in childhood as they will be posteriorly used in the systematized knowledge of cartography and geography. We found theoretical foundations which enabled us to delineate a study focused on space-time organization from the cognitive development and mainly from the corporeal and language experiences. The objective of the research consisted in organizing a set of teaching activities for 3 to 5 year-old children in the school context. With this intent, we stayed in the school environment for eighteen months, and for twelve months we developed a number of activities in order to mobilize the corporeal-time-space relations. This investigation was based upon a participative research as this methodology requires the presence of the investigator in the place of study enabling the comprehension of the individuals’ actions in their activities and habitual environment aiming the approximation of researcher and researched. For the development of the activities we used the school environment and elements from the children’s culture - books, songs, animations and toys. The activities were registered through narratives, children’s productions, recordings and photographs, which allowed us to obtain dialogues among the children and accurate information about their thoughts. The narratives provided the basis for the production of this study, and from them some were chosen to be analyzed. The activities played a double role: to produce data for this research and mobilize the children’s thoughts. This was possible because the teaching activities proposed elements referring to... (Complete abstract click electronic access below)
This study emerged from the need to understand how the acquisitions of the notions of space and time develop during childhood, once they are fragmented and gradually acquire order and sequence within social groups over time. It is of utmost importance to situate these concepts in childhood as they will be posteriorly used in the systematized knowledge of cartography and geography. We found theoretical foundations which enabled us to delineate a study focused on space-time organization from the cognitive development and mainly from the corporeal and language experiences. The objective of the research consisted in organizing a set of teaching activities for 3 to 5 year-old children in the school context. With this intent, we stayed in the school environment for eighteen months, and for twelve months we developed a number of activities in order to mobilize the corporeal-time-space relations. This investigation was based upon a participative research as this methodology requires the presence of the investigator in the place of study enabling the comprehension of the individuals’ actions in their activities and habitual environment aiming the approximation of researcher and researched. For the development of the activities we used the school environment and elements from the children’s culture - books, songs, animations and toys. The activities were registered through narratives, children’s productions, recordings and photographs, which allowed us to obtain dialogues among the children and accurate information about their thoughts. The narratives provided the basis for the production of this study, and from them some were chosen to be analyzed. The activities played a double role: to produce data for this research and mobilize the children’s thoughts. This was possible because the teaching activities proposed elements referring to... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Cartografia, Percepção espacial, Educação de crianças, Geografia - Estudo e ensino, Percepção temporal
Como citar
JULIASZ, Paula Cristiane Strina. Tempo, espaço e corpo na representação espacial: contribuições para a educação infantil. 2012. 180 f. Dissertação - (mestrado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2012.