"Eu sou esse, eu sou aquele": personagens midiáticos representados por crianças de educação infantil na hora do brincar
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Data
2020-08-27
Autores
Batista, Adriele Cristine de Freitas [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente relatório, inscrito na linha de pesquisa “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós Graduação em Educação da Universidade Estadual “Júlio de Mesquita Filho”, campus de Presidente Prudente, teve por objetivo geral identificar e analisar no brincar de crianças da Educação Infantil o papel social assumido por elas nas brincadeiras e suas relações com os personagens midiáticos. A fim de responder ao objetivo geral foram elencados três objetivos específicos, sendo eles: identificar e analisar no momento do brincar de crianças pré-escolares suas brincadeiras, com o que brincam e como brincam; verificar no brincar de crianças a presença ou ausência de personagens midiáticos; e identificar e analisar os personagens que as crianças consideram que gostam mais e os motivos que levam a essa identificação. O estudo é justificado a partir da relevância da temática por se tratar de um fenômeno que em pouco tempo ganhou espaço considerável na forma de interação dos sujeitos, especialmente na dinâmica das crianças com seus pares em função do conteúdo acessado. A pesquisa assumiu uma abordagem qualitativa do tipo descritivo explicativo, na qual teve como objetivo explicar a relação entre os personagens midiáticos com o brincar de crianças por meio de métodos de observação participante em uma escola pública de um município localizado no oeste paulista. A coleta dos dados contou com o total de dezoito encontros numa turma de Pré II em período vespertino, composta por 22 alunos de cinco anos de idade, sendo 12 meninos e 10 meninas. As participantes foram observadas e os dados registrados em um diário de campo que posteriormente foram transcritos para o documento em Word. A análise do material seguiu os critérios da análise de conteúdo de Bardin (2016). O estudo sinalizou para o fato de que as crianças participantes possuem repertório significativo em relação ao conteúdo midiático, mas não de exclusividade cinematográfica. Foi possível por meio da observação do brincar e de conversas informais com as participantes reconhecer que a elas são acessíveis diferentes veículos de mídia como a televisiva e as redes de internet, onde são transmitidos desenhos animados, filmes e canais de Youtube. Dessa forma, os resultados da pesquisa apontam que as crianças encontram no personagem a possibilidade de interagir, e principalmente, de materializar a ideia cultivada pela narrativa. Isto significa que quando a história desperta a curiosidade da criança por meio da fantasia exposta na narrativa midiática, há também o despertar da identificação, do desejo em vivenciar as situações unicamente do mundo fictício.
The present report, inscribed in the research line “Formative Processes, Teaching and Learning” of the Graduate Program in Education of the State University “Júlio de Mesquita Filho”, campus of Presidente Prudente, had the general objective of identifying and analyzing the playing of children of Early Childhood Education the social role assumed by them in games and their relations with media characters. In order to respond to the general objective, three specific objectives were listed, namely: to identify and analyze when playing preschool children their play, what they play and how they play; verify the presence or absence of media characters in children's play; and to identify and analyze the characters that children think they like best and the reasons that lead to this identification. The study is justified based on the relevance of the theme because it is a phenomenon that in a short time has gained considerable space in the form of subjects' interaction, especially in the dynamics of children with their peers due to the content accessed. The research took a qualitative approach of an explanatory descriptive type, in which it aimed to explain the relationship between media characters with children's play through participant observation methods in a public school in a municipality located in the west of São Paulo. Data collection included a total of eighteen meetings in a Pre II class in the afternoon, composed of 22 five-year-old students, 12 boys and 10 girls. The participants were observed and the data recorded in a field diary, which were later transcribed to the Word document. The analysis of the material followed the criteria of the content analysis of Bardin (2016). The study signaled the fact that the participating children have a significant repertoire in relation to media content, but not cinematic exclusivity. Through observation of play and informal conversations with participants, it was possible to recognize that different media vehicles such as television and internet networks are accessible to them, where cartoons, films and YouTube channels are transmitted. In this way, the research results show that children find in the character the possibility of interacting, and mainly, of materializing the idea cultivated by the narrative. This means that when the story awakens the child's curiosity through the fantasy exposed in the media narrative, there is also the awakening of identification, of the desire to experience situations only in the fictional world.
The present report, inscribed in the research line “Formative Processes, Teaching and Learning” of the Graduate Program in Education of the State University “Júlio de Mesquita Filho”, campus of Presidente Prudente, had the general objective of identifying and analyzing the playing of children of Early Childhood Education the social role assumed by them in games and their relations with media characters. In order to respond to the general objective, three specific objectives were listed, namely: to identify and analyze when playing preschool children their play, what they play and how they play; verify the presence or absence of media characters in children's play; and to identify and analyze the characters that children think they like best and the reasons that lead to this identification. The study is justified based on the relevance of the theme because it is a phenomenon that in a short time has gained considerable space in the form of subjects' interaction, especially in the dynamics of children with their peers due to the content accessed. The research took a qualitative approach of an explanatory descriptive type, in which it aimed to explain the relationship between media characters with children's play through participant observation methods in a public school in a municipality located in the west of São Paulo. Data collection included a total of eighteen meetings in a Pre II class in the afternoon, composed of 22 five-year-old students, 12 boys and 10 girls. The participants were observed and the data recorded in a field diary, which were later transcribed to the Word document. The analysis of the material followed the criteria of the content analysis of Bardin (2016). The study signaled the fact that the participating children have a significant repertoire in relation to media content, but not cinematic exclusivity. Through observation of play and informal conversations with participants, it was possible to recognize that different media vehicles such as television and internet networks are accessible to them, where cartoons, films and YouTube channels are transmitted. In this way, the research results show that children find in the character the possibility of interacting, and mainly, of materializing the idea cultivated by the narrative. This means that when the story awakens the child's curiosity through the fantasy exposed in the media narrative, there is also the awakening of identification, of the desire to experience situations only in the fictional world.
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Palavras-chave
Mídia, Personagens midiáticos, Brincar, Criança, Media, Media characters, Play, Children